Hand- work 



in the 



Sunday- school 



Milton S.Littlefield 




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COPYRIGHT DEPOSIT. 



Hand-work in the 
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Hand-work in the 
Sunday-school 



By 
MILTON S. LITTLEFIELD 

With an Introduction by 
PATTERSON DUBOIS 



Published for 
THE NEW YORK SUNDAY SCHOOL COMMISSION 

THE SUNDAY SCHOOL TIMES COMPANY 
Philadelphia 






LIBRARY otOONGi'^ESi 
\ wo CoDies Hectiiv&k.! 

JUN 19 1908 



v0t«i«i4«u UmU> 



COPY B, 



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Copyright, 1908, 

by 

The Sunday School Times Company 









rc4 




To my little daughter 
HELEN 
from whom I have learned many- 
things which appear 
in this book 



Introduction 



Every one truly interested in religious education 
and especially in the Sunday-school phase of it 
will find in this masterful manual a challenge, at 
least, to his attention. A brave and thorough- 
going little pioneer it is alike in its theory, its 
spirituality, and its curriculum of practice. 

To a degree, Mr. Littlefield is debtor — ^as he 
should be — to a more general pedagogy and public 
school method, and also to some who have pointed 
in the direction of manual methods in religious 
education. None the less, it remained to him to 
blaze a clean path now easily open to us all to 
follow through the time-grown jungle of tradition 
and its prejudices. Of course he was not the first 
to see that the hand is as divine a mode of self- 
expression as the tongue. But he is to be credited 
with having completely demonstrated this prin- 
ciple by a system of Sunday-school practice 
which is of easy adoption in any Sunday-school 
of average resources. In short, he has system- 
atically correlated the hand-work with the oral 
work within the narrow limitations of Sunday- 
school conditions. 



viii Hand-work in the Sunday-school 

This book is the witness. It is the product of 
insight, scholarship, purposive experience, and of 
a zealous determination that the good must no 
longer continue in the Sunday-school as the 
enemy of the best. No less is it the product of a 
vigorous, controlled, cultured, and convincing 
pen. 

Since the day v^hen Froebel first insisted that 
all education rests on the law of creative self- 
activity, or self-expression, the secular school has 
been slowly coming to realize the function of the 
hand as an agency alike in the physical develop- 
ment of the brain, the co-ordination of the motor 
activities, and ultimately in the making of moral 
and spiritual character. Out of it has grown the 
interest in manual training. When this becomes 
vocational in its intention, it runs to trades and 
industries; while it remains cultural, it subserves 
life in any emergency of self-expression. 

Mr. Littlefield is not teaching trades or even 
fine art as such. Indeed, he makes no pretense 
of being either a mechanic or an artist. But he 
is saying to the teacher — You must put this 
whole boy or girl to school; you must therefore 
permit the use of his motor activities; you must 
let him think himself into knowledge through his 
hand; he must be permitted to express himself 



Introduction ix 

according to the demands of his nature, intellec- 
tually, emotionally, socially, morally. Thus only 
can he develop an all-round Christian character. 

So far as they are allied in content, the Sunday- 
school must adjust itself to the day-school and 
make an ally of it. The pupiPs Sunday work 
should get strength from his week-day work. 
He should feel that he is gaining something by 
his own activity, and that what he gains is of 
tangible value. 

To some these ideas of manual industry in 
Bible study and in spiritual aiming will seem 
irrelevant, if not quite irreverent. Let them 
read what Mr. Littlefield finely says about the 
spiritual aim and the social aim — ^read it all before 
passing on it. How patent it is that '^ the handling 
of crayons in color work to make vivid the swift 
and terrible fall of Israel when the moral law 
had been forgotten is not one whit the less a spirit- 
ual exercise than the handling of propositions 
alone to impress the same idea!" 

Our Sunday-school work and product has been 
ethically weak. And this weakness is not alone 
the result of a lack of ethical power in the teaching, 
but it is in no small degree the result of the loose- 
jointed and slipshod conduct of the school itself. 
A system that demands social interaction at the 



X Hand-work in the Sunday-school 

sand-table, exactness in the tracing of routes on a 
map, imagination and orderly nicety in the con- 
struction and decoration of a note-book, real 
thinking to discover the relation between the 
geography of a country and the rise or fall of 
nations within or without its borders — ^a system 
that demands at least all this will have a moral 
value even when little is said about morals, and 
it will have spiritual value because it so vividly 
relates the deeds of men to the revelation of God. 

One thing more. Mere lures are of doubtful 
expediency in church or school. But that which 
creates real interest because it respects the hunger 
of the youth for self-expression through his motor 
activities is more than a mere lure. There is a 
vast deal of semi-respectable, easy-going truancy 
in the Sunday-school, both among teachers and 
scholars. It is the expert testimony both of 
English and American penologists that for the 
secular school no truant officer is so good as 
manual work in the school. Beyond doubt 
these manual methods will go far toward solving 
the vexed problem of '^holding the boys and 
girls." I do not say it will prove an absolute 
panacea, for no one thing will. But that it will 
work wonders when properly applied I see no 
reason to doubt. Let a boy or girl find joy in a 



Introduction xi 

task and there need be no fear for its holding 
power. 

Dr. Grenfell, that inspired medical missionary 
of the Labrador coast, asks, "Is not the real 
problem of Christianity, how best to commend 
it to the world?. . . It seems to me," he adds, 
''there is only one way to reach the soul — that is 
through the body; for when the soul has cast ofiF 
the body, we cannot reach it at all." And so may 
we ask. Is not the real problem of the Sunday- 
school how best to commend it? And shall we 
ever adequately commend it until we make it a 
fitting suggestive environment and a full and 
vigorous stimulus for the developing faculties 
and motor energies of youth? 

But I am not writing Mr. Littlefield's book. 
He is amply competent to his task. He has 
already gained a following. There may be good 
reasons why the reader may not feel like making 
a move toward the introduction of manual methods 
in his school or class just yet. But let it not be 
on the ground that the system is impracticable, 
even in a scantily housed or equipped school. 
And let it not be on the supposition that it cannot 
make for spirituality. Give a boy a mode of 
Bible study w^hich so vivifies the sacred page as to 
beget a love of it — as only manual methods can — 



xii Hand-work in the Sunday-school 

and, in an otherwise Christian atmosphere, you 
have gone far toward making a Bible lover of him. 
Details of method may be modified with experi- 
ence and with changing circumstances. But the 
underlying principle is sound and eternal. Its 
practice has been a gradual evolution of years 
under the searching personal direction of Mr. 
Littlefield— a pastor laborious in the constructive 
work of his own Sunday-schools and full of 
spiritual enthusiasm in the larger aspects of 
religious education. 

Patterson DuBois. 



CONTENTS 

/ 

PAGE 

1 Self-expression in Sunday-school Instruction i 

2 Types of Hand-work 12 

3 Hand-work and the Lesson Plan 19 

4 Geography Work 30 

5 Illustrative Work 55 

6 Note-book Work 69 

7 Decorative Work 88 

8 Practical Problems. 90 

9 Hand-work and the Social Aim 102 

10 Hand-work and the Spiritual Aim in 

Appendix 117 



LIST OF ILLUSTRATIONS 

Political Geography Work Frontispiece 

Map coloring upon an outline base to show the re- 
lation of Israel to the other surrounding nations. page 

Scrap-book Work 12 

Story illustration by pictures and texts. 

Historical Work 13 * 

Done on a relief map. Telling the story of Passion 
Week. 

y 

Scrap-book Work 15 

Story interpretations by illuminated texts. The 
headings and initials are cut out and colored by 
the pupils. 

Illustrative Work 18 

Paper pictures outlined by the instructor and cut 
out by scholar. 

Note-book Work 25 * 

Narrative work with pictures. 

Illustrative Work 2%' 

Story interpretation by symbolic drawing. 

The Philosophy of History 30 ' 

Modeling the map of the Old Testament World to 
show the position of Palestine among the nations. 

Physical Geography Work 37 

A contour map colored to show elevations. 

Physical Geography Work 41 

Map modeled in plasticine. Palestine Bible lands 
and Esdraelon. 

Historical Geography 52 * 

Tracing the Journeys of Jesus on a Relief Map. 

Two Pages of a Historical Note-book 55 * 

Constructed with historical outlines and symbolic 
drawings. 

XV 



xvi List of Illustrations 

FACING PAGE 

Illustrative Work 57 '^ 

A picture of a child going to church. Constructed 
by paper tearing. 

Illustrative Work 59 

A group of descriptive drawings. One tells the 
story of Jesus at the well. Two expresses the 
truth of God's care. The middle one shows a 
squirrel's home in a tree. The right hand one is 
a drawing of a bird's nest. 

Illustrative Work 63 

A sand-table picture of the scene of the burning bush. 

Illustrative Work 65 ' 

The model of a house used to illustrate the inci- 
dent of letting the lame man down through the 
roof. 

Illustrative Work 68 

A group of models made by pupils to illustrate 
different lessons. 

Scrap-book Work 70 

Illustrating the early stories of Genesis with pictures, 
drawings, and texts. 

Scrap-book Work 71 

Story interpretation by pictures and texts. 

Scrap-book Work 72 

Story interpretation by drawings and texts. 

Original Narratives 74 

The first is illustrated by an original drawing. 

Pages from a note-book on the life of David 77 

Constructed with historical outlines and symbolic 
drawings. 

Decorative Work 79 

A cover page and two title-pages. 

Analytic Note-book Work 82 

Three pages of a biographical note-book, name page, 
a map and event page, and analysis page. 



List oj Illustrations xvii 

FACING PAGE 

Narrative Work 85 

Telling what they see through a stereoscope. 
Decorative Work 88 

Three pages of an illustrated hymn. 
Note-book Work 97 "^ 

Three pages of a historical note-book made in a 
Mission Study Class. 
Finding a Place for Manual Work 100 

Board desks, set up on galley pews. 
A Sunday-school Museum 108 

Showing models and samples of scholars' work. 



Self-expression in Sunday-school Instruction 

The first problem of religious education, as 
Dr. Woodward stated with reference to general 
education, is to bring the whole scholar to the 
class. To accompHsh this the teacher must fol- 
low the lead of the child. The pupil himself is 
the teacher of method. Obedience on the part 
of the instructor to the laws of interest and expres- 
sion must be instant and implicit and to the end. 
The teacher's function is not to impart knowledge, 
but to guide the child in the acquisition of knowl- 
edge. The teacher's work can be no substitute 
for the scholar's work, but must be only a stim- 
ulus to the scholar's will. Kjiowledge is gained, 
not imparted. The teacher's part is to point the 
way, to kindle the imagination, and to guide in 
methods of work. His first problem is to win the 
co-operation of the pupil and to arouse him to 
take some active part in each lesson. He is a self- 
active being, and we cannot put ideas into his mind 
or ideals into his heart as we put books into a book- 
case. We can evoke them and help him to form- 
ulate them but nothing more. Self-expression is 
at once the motive and the method of all culture. 
The aim of education is to put the individual into 



2 Handiwork in the Sunday-school 

possession of his powers; the method is the devel- 
opment of his powers by exercise. "We learn 
by doing," has become a proverb now. 

Eiwironment and Self-actvyib^ 

The forms of self-activity are as varied as the 
phases of life itself, for the law of activity applies 
to every faculty of the soul. Dawson defines self- 
activity as "the vitalizing principle of Ufe and 
mind." Life, according to biology, is the corre- 
spondence between the individual and his envi- 
ronment. If the optic nerve be atrophied the 
pulsations of the ether which we call the light 
waves will give no illumination. Neither will 
there be sight if there are no pulsations of the 
ether, though the nerve tingle with energy. For 
vision is a harmony. In a very real sense of the 
word, nerve and ether must be tuned to each 
other. Similarly, all living is a series of adjust- 
ments and interactions. Nourishment of the body 
comes through assimilation. Forces within inter- 
act with forces without the body. In the physical, 
the mental, and the spiritual spheres alike, the 
principle applies. Life throughout seems to be 
energy. The spiritual world, subtle and myster- 
ious, is a mode of energy which must be met 
by correspondences within. Love, hope, cour- 



Self-expression in Sunday-school Instruction 3 

age, and all forms of spiritual life are to the soul 
what vision is to the eye and mind, a resultant of 
two sets of forces. 

The material world in which we find our- 
selves, the social order, the home, the customs of 
life, are the environment of the soul. What we 
do with these things determines whether, and to 
what degree, we are alive. To be wholly alive 
there must be an environment for the whole com- 
plex life, and there must be an interaction at every 
point with the environment. If either the sur- 
roundings or the adjustments of life are lacking, 
the life is to that degree partial. The whole man- 
hood must express itself or life cannot be whole, 
or, what is the same thing, holy. Applying the 
principles to the educational process, the function 
of the teacher is to furnish the child with an 
environment which will be appropriate to his 
intellectual and spiritual life in the different 
periods of his development. By all odds the 
most vital question before the Christian Church 
to-day is whether or not she is creating the proper 
surroundings for the child and the proper stimulus 
for his own energies. Do the church and the 
Sunday-school and the home provide the atmos- 
phere in which the child can naturally and joy- 
ously live and work and grow and love ? 



4 Hand-work in the Sunday-school 

The Etwironment Furnished by the Sundsi^-school 

The Sunday-school touches the emotional, the 
intellectual, the social, and the moral nature of 
the child, and self -activity must be called into play 
along all these lines. The educational process is 
manifold and inclusive. It embraces within its 
sweep the entire Hfe and conduct of the school, 
its work and play, its songs and prayers, its organi- 
zation and methods. Whatever is done in the 
school must develop the religious life of the child 
or it is invalid. Whatever accomplishes that 
purpose is educational, for education is the life- 
giving process. And whatever does not, has no 
place in the school. The instruction of the lesson 
period is but a part of the educational work of the 
school. That given by the life of the school as a 
whole, in its general conduct and work, is equally 
vital. Within and without the class the school 
must supply the proper environment with which 
the child can interact. 

The education between the lessons is given 
by the exercises, the organization and discipline, 
and the general work of the school. It calls the 
scholar to acts of worship, it appeals to him as 
a part of an organism, and so calls into play his 
social activities, and it summons him to some form 
of Christian service. 



Selj-expression in Sunday-school Instruction 5 

The Environment for Emottonal Actvvity 

The Sunday-school is first of all inspirational. 
Its first appeal in any session is to the emotional 
life of the child. The superintendent in the 
worship, equally with the teacher in his instruc- 
tion, must follow the lead of the scholar invariably. 
The religious atmosphere must be of such a char- 
acter that the child can act and respond spon- 
taneously and joyously, for in the very nature of 
the case worship is a mode of self-activity. It is 
that or it is nothing. It is the expression of in- 
dividual experience and aspiration. The hymns 
and liturgy of the school are not merely introduc- 
tory to a lesson study. They are a means of ex- 
pressing the inner life of faith and hope and love 
which are the soul of religion. The exercises 
must be adapted to the child in the different 
periods of his life for he is a different being in 
each period. Hymns, Scripture and remarks, 
Jesus' word for it, are made for the child, not 
the child for these things nor for anything that 
pertains to the Sabbath. This means that the 
Sunday-school is not one school but many. It 
has scholars of kindergarten, primary, grammar 
school, high school, and college ages, and the 
very names speak of different interests and activ- 
ities. From the primary to the upper depart- 



6 Hand-work in the Sunday-school 

ments the worship will be graded. It will be 
neither beneath nor beyond the child and in the 
higher departments it will be correlated with the 
worship of the church. Here specially, it should 
be marked by the utmost dignity, grace and 
orderly beauty. Nothing of triviality, nothing 
of the second best, nothing that is unworthy to 
endure, is fitted to express the emotional life of 
the crucial days of adolescence when one is ad- 
justing himself to the world, and the thoughts 
sweep in so splendidly wide an orbit, and the 
foundations of life are being laid deep in the 
visions of dawning manhood and womanhood. 

The Eiwironment for Social Acti'vU::) 

The Sunday-school must also provide a fitting 
environment for the expression of social instincts. 
Whatever else it is, Christianity is the reali- 
zation of the social ideal. Every section of the 
Christian world must equally aim to be complete 
as a social unit. Complete salvation is the per- 
fecting of the individual in his relationships. 
The whole is greater than the sum of all its parts. 
Wholeness of life is not produced by addition 
but by adjustment. A collection of spokes, hub, 
and tire do not make a wheel. The wheel is 
these things fitted together. Individuality is 



Self-expression in Sunday-school Instruction 7 

the basis of the social order; individuaHsm 
is its doom. That which reveals manhood is 
the power to say ''I'' and to know that in all 
the world there is no other just the same. That 
which perfects manhood is the willingness to 
say ^^we'' and to recognize the fact that in all 
the world there is no one from whom one is 
entirely severed. If the basal fact of life is 
individuality, the crowning fact is brotherhood. 
Like any other organization, the school is a social 
unit, full of order, the embodiment of the principles 
of mutual responsibilities and obligations. That 
each one is part of a whole, that none can be 
either good or bad alone, that sin mars and 
righteousness uplifts the entire social order, is 
one of the profoundest truths of life. 

The Class as a Unit of Work 

A basal principle of the Sunday-school work, 
therefore, must be the recognition of the social 
element in education. For many purposes and in 
many ways the department and the individual 
classes may be made units of work. A thoroughly 
organized school will include departmental and 
class organization. 

By appealing to the class as a whole work can be 
secured and interests can be aroused to a degree 



8 Hand-work in the Sunday-school 

impossible when the appeal is made simply to the 
individual. The organized class movement for 
the Bible classes is a significant step in the right 
direction. The principle of organization should 
be extended throughout the school. Every class 
beyond the primary department should have 
its own officers. Of course, the selection of 
studies and the election of teachers would not lie 
within the class authority. The atmosphere that 
would be created by organization would be of dis- 
tinct educational value. Problems of order, regu- 
larity, and systematic work are frequently solved 
when the burden of these things is placed directly 
upon the class as a whole. A sense of responsi- 
biUty calls out the best that is in the officers. 
There is no reason why the scholars themselves 
should not have some part, even though it be 
very slight, in the conduct of the organization. 
They surely can have a voice in questions involv- 
ing the expenditure of their missionary funds. 
In a successful junior department certain 
questions of policy and discipline are referred to 
the scholars themselves. In any school special 
exercises can be arranged by the scholars. By 
all possible methods the school must foster an 
esprit de corps, so that in every highest sense its 
activities shall be genuine team-work. 



Self-expression in Sunday-school Instruction 9 

Adolescence and the Social Element 

All this is supremely true in the ages of adoles- 
cence. Loyalty is the most powerful of motives 
to the adolescent boy. Adolescence, the ages 
from about twelve or thirteen on, is the period 
of the discovery and adjustment of life. It is 
the age of revolt against external authority. We 
are seeking new foundations and standards, and 
out of the materials of childhood each one starts 
building a new world of his own. And yet, by 
a paradox, which is nature's way of preserving 
the balance of things, this age of self-assertion 
is also an age of very marked self-dedication. 
Hitherto we have been adjusting oiurselves to 
a world made for us and the great truth we had 
to learn was to obey, to obey on authority, 
whether we imderstood or not. Happy indeed 
are those children the rules of whose lives are not 
arbitrary, but are in line with the laws of life which 
God has laid down in the nature of the child. 
Later the seat of authority is within and with the 
transference of the scepter to the individual will, 
strange, deep impulses are moving the life into a 
hitherto unknown experience of solidarity. We 
had expected that the assertion of selfhood would 
lead to selfism. It is profoundly the reverse. 
Having assumed a mastery, we learn self-mastery 



lo Hand-work in the Sunday-school 

and in that same age we set about adjusting our- 
selves to the social order, the consciousness of 
which dawns with the deepening of self-conscious- 
ness. With the discovery of self comes the dis- 
covery of our relationships. It is the period of 
the gang spirit, the period of team-work in games. 
Altruism is the philosopher's word for it. No one 
can do team-work until he has developed the 
ability to do something worth the doing, and, 
what is as much to the point, until he has suffi- 
ciently mastered himself to subordinate himself 
to the whole and count his captain's will his will. 

The Environment for Moral Advvit^ 

If the Sunday-school does not provide an outlet 
for moral activity it stops short of the supreme 
end. The moral impression must find expression 
and must work itself out in life. What Hodge 
so finely calls " moral practise " is the crown of 
the educational process. Here, too, the environ- 
ment furnishes the opportunity. The school must 
guide in deeds of kindness, helpfulness, missionary 
activity. Knowledge is no substitute for virtue. 
No Sunday-school has fulfilled its mission unless 
it is an organized body of workers endeavoring, 
in however slight a way, to bring the kingdom of 
Heaven to its own generation. 



Selj-expression in Sunday-school Instruction ii 

The Eiwironmeni for Intellectual Adi'vH^ 

The education of the lesson period calls into 
play the intellectual activities of the scholar. In 
the selection of the material and the manner of 
its presentation, the teacher must follow the lead 
of the child and provide an environment with 
which he can interact. What is a commonplace 
in general education is as yet, unhappily, an 
innovation in religious education. But it ought 
to be self-evident that the material and instruction 
should be adapted to the child. The material 
of the lesson in each stage of the child's growth 
must be in line with his interests, for interests are 
the hunger of the soul. It must be on the plane 
of his experience, for we can proceed only from 
the known to the unknown. It must also be 
such as is capable of immediate realization in his 
life. But all this is only to sum up a vast depart- 
ment in a sentence. 

Self-expression in the class takes the forms of 
both oral and hand-work, and the various exer- 
cises of the kindergarten and primary schools. 
The oral work includes all methods of the recita- 
tion. The forms of hand-work will be given in 
the following chapter. 



Types of Hand-work 

Through the finger-tips to the brain is the 
most direct route, and the hand in turn is the 
brain's best medium of expression. Whether it 
be an algebraic equation, a fact of history, a 
philosophical truth, a chemical formula, or the 
plan of a house, unless the fingers can express it 
the brain has not formulated it clearly. Con- 
versely, set them to the task of expressing the idea 
and the brain can immediately grasp it. Manual 
methods of instruction are employed universally 
in general education. They apply to all work in 
all ages. On a child's first day in school he 
handles something — a block, a bit of colored 
paper. On a man's last day of study when his 
knowledge has multiplied with his years he also 
handles something — a test-tube, a scalpel, a pen. 
So from first to last, together with all other modes 
of expression, we are doing hand-work, ranging 
from the kindergarten occupations through all 
the activities of the elementary schools, drawing, 
composition, practice work, to the advanced 
laboratory, shop, and thesis work of the profes- 
sional schools. By these methods alone we 
learn and are able to tell what we have learned. 



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Types of Hand-work 13 

Forms of Hand-<work 

The formal studies of the Sunday-school are 
history and literature. Along both these lines 
opportunities are given for hand-work of varied 
forms and kinds, applicable both to home studies 
and class instruction. Reduced to their lowest 
terms, three lines may be followed in mastering 
the material of any given lesson, — localizing, 
illustrating, and writing. Supplementing these 
activities, two others may be added, — decorative 
and museum work. 

The first of these is geography work. Its 
purpose is to locate events in. place and time, and 
to give their political setting and background. 
There are, therefore, three kinds of maps to be 
made in the course of geographical studies: 
I. Physical maps, made by relief or color work, 
to locate events in place and to give the philosophy 
of history; 2. Political maps, made by color 
work, to show the background of events and, 
when made in a series, to outline the broad sweep 
of history; 3. Historical maps, made by line work 
and map marking, to show the sequence of events 
and to give the details of any period of history. 

Illustrative work is picture making. Illus- 
trative material is anything that will help the child 
to see the story, by making clear its details or by 



14 Hand-work in the Sunday-school 

interpreting its meaning. Illustrative activity 
is handling' or making the material. Four forms 
of this work are commonly used: i. The tearing 
of paper to make an object which will remind 
the child of the story told; 2. Symbolic and 
descriptive drawings to express the idea of the 
lesson; 3. Constructing a picture upon a sand- 
table, under the guidance of the teacher; 4. Hand- 
ling and constructing models which represent 
Oriental life and customs. 

Writing fixes the lesson in memory and gives 
definiteness and permanency to the work. The 
writing may be either copying or original work. 
The youngest children will write titles and verses 
to describe the lesson pictures. Later the lesson 
story will be written, lesson questions will be 
answered and historical outlines will be compiled. 
The highest form is thesis work. 

Decorative work is the beautifying of the class 
work and putting it in attractive form. It con- 
sists in designing and decorating covers, pages, 
and chapter headings. 

Museum work is the collecting or making of 
illustrative material for use in the school. Models 
and maps can be constructed and curios can be 
gathered for the school library. The constructive 
work is ideal for classes meeting in club session. 



Types of Hand-work 15 

Hand-<TVork for Younger Scholars 

All these forms of work would not be used 
together necessarily nor do they apply equally 
either to all ages or to all lessons. Story and 
literature work, for instance, are almost entirely 
independent of geography. In the primary 
grades, up to the ninth year, geography and history 
have no place. The teaching is pre-eminently 
story-telling. The truth presented is picturesque, 
concrete, and in large wholes, not consecutive or 
abstract. The appeal is to the imagination and 
the senses. Hand-work will have to do with the 
picturing of the stories. Narrative work may be 
done in the third grade, but in the simplest form. 
For the rest, the writing is the copying of titles and 
texts. The possible and practical forms of hand- 
work for little children are the handling of models, 
picture making on a sand-table, picture pasting 
and coloring, drawing, paper-tearing, and the 
making of story albums with pictures, texts, 
drawings, and written work. 

Handiwork for Older Scholars 

In the grammar-school ages history work is 
taken up and with history, geography. The 
space and time senses appear and mature together. 



1 6 Hand-work in the Sunday-school 

The Sunday-school teaching for its own sake 
must adjust itself to the studies of the day-schools, 
so far as they are allied in content. There is no 
time to be lost in the Sunday-school and it will 
be w^orse than a waste of time, it will be a wrong 
use of time, to give a map to a child before the 
day-schools have taught him what a map is and 
how to use it. History and geography, therefore, 
cannot be studied in Sunday-school profitably 
until a few months, at least, after the day-schools 
have laid the foundation for them. By the tenth 
year this will have been done, and with the taking 
up of these studies the possibilities of hand-work 
will be greatly extended. As the scholars advance 
in age the forms of hand-work and the method 
of treatment will change. Illustrative work will 
lessen and give place to historical and analytical 
work. Historical study will advance from the 
simplest outlines of narratives to the philosophy 
of history and the study of the development 
of the literature. Narrative work will progress 
through many stages from the lesson story to 
compositions, to reports and thesis work. This 
progress will cover a period of years. The forms 
of hand-work will vary with the ages of the 
scholars and the work will be adjusted to their 
abilities. To command their respect it must 



Types of Hand-work 17 

not be beneath them. While tasks can be given 
to the younger pupils which are not beyond their 
powers, work must be found for the older scholars 
which is worthy of them. Advanced geographical, 
historical, and literature work will abundantly 
challenge, while it need not discourage, their 
efforts. To command the interest the work must 
be varied. It must not be pressed to the point of 
weariness. It must be broken into sections so as 
to maintain the interest by enabling the scholar 
to produce completed work at frequent intervals. 
The work must be just enough to give the scholar 
a definite task without demanding too much time. 
It must appeal to the esthetic sense. Finally, 
and this is fundamental, the spiritual aim and 
emphasis must never be overlooked. 

Types of Hand-work 

I. Geography Work. 

1. Physical Geography. 

To locate events in place. 

1. Map modeHng. 

2. Map coloring to show physical 
features. 

2. Political Geography. 

To give the background of events. 
Map coloring to show boundaries. 



1 8 Hand-work in the Sunday-school 

3. Historical Geography. 
To locate events in time. 

Map marking to locate events. 
II. Illustrative Work. 

To picture an event or story. 

1. Paper-tearing. 

2. Descriptive and symbolic drawings. 

3. Sand-table picture work. 

4. Model handling and constructing. 

III. Written Work. 

To record events and impressions. 

1. Note-book and scrap-book work. 

2. Written answers to questions. 

3. Thesis work. 

IV. Decorative Work. 

Designing, lettering and illuminating. 
V. Museum Work. 

Collecting and constructing illustrative 
material. 



3 

Hand-work and the Lesson Plan 

Hand-work is one of the methods of the reci- 
tation and is to be used in connection with all 
other methods. It is not something added to 
the lesson, it is a vital part of the process which 
leads up to the lesson. Its place in the teaching 
process and its relation to the lesson purpose 
can be shown best by outlining the steps in a 
lesson plan. 

A lesson plan as a rule of action must not be 
of cast-iron fixedness. It must be made of lead 
so that it will bend. In common with most other 
rules, a complete plan applies to average condi- 
tions which, like average scholars and average 
teachers, do not exist. Some of the elements may 
be extended, some will be eliminated at times. 
Every teacher knows that a vital question which 
arises spontaneously has the right of way. Never- 
theless, a lesson plan is an orderly method of pro- 
cedure. Any law is simply a statement of the 
way things act. It will be a help to analyze the 
processes, for so we shall accustom ourselves to 
think along natural lines of action. 

Each class session must have a definite object 
19 



20 Hand-work in the Sunday-school 

in view. A teacher is a guide into the realm of 
truth. A guide is one who knows whither a 
given road leads and where it ends. Elnowledge 
of the further end constitutes him a guide. The 
starting-point is obvious — it is directly before one. 
The unknown terms are direction and destination 
and it is the function of a guide to supply that 
lack. He knows the entire road and the time 
required to traverse it. He knows, too, the 
camping-places by the way and the stopping- 
places for rest and vision. To carry out the 
figure, a series of lessons is a map of the entire 
route; any specific task is one day's journey. 

What is Si Lesson? 

A lesson is a truth or a principle of life and 
is expressible only in the terms of the inner, 
spiritual world. The lesson material is found 
in the facts of the outer world taking the form of 
the story or incident, the history, or the literature 
under discussion. The agencies of the lesson 
are the mental activities of the teacher and the 
pupil acting in co-operation. The purpose of 
the lesson presentation is to arouse a moral 
impulse to reproduce in life the truth expressed 
in the lesson material. 

The lesson must be clearly distinguished from 
the material. The lesson facts bear the same 



Hand-work and the Lesson Plan 21 

relation to the lesson truth as the telescope does 
to the star. For example, the lesson would not 
be the story of the Good Samaritan, the lesson 
would be the truth of human brotherhood. 
Through the lens of the story we see the truth. 
A lesson plan, therefore, is the marshaling of 
any given facts, real or imaginary, to impress a 
principle of life. The steps in the process may 
be reckoned as four. 

Steps in Planning a. Lesson 

First, the lesson selected. The determination 
of the truth to be impressed is the initial step. All 
that is done in the class finds its culmination 
and its justification in the lesson purpose. Unless 
the teacher knows the point of arrival he cannot 
be a guide. The lesson aim will be clearly formu- 
lated in the teacher's mind and will be chosen 
with reference solely to the needs of the scholar. 
One cannot throw a stone till he grasps it. 
Furthermore, each lesson will be the expression of 
one truth. A class study must not be the follow- 
ing of lines of truth radiating from a center, fan- 
like. Going everywhere, one arrives nowhere. 
Rather the study will be like the bringing of a 
beam of light to a focus as through a burning- 
glass. Without a single, clearly defined aim all 



22 Hand-work in the Sunday-school 

effort will be futile. As one of our own poets has 
put it, 

"Life is an arrow, therefore you must know 
What mark to aim at, how to bend the bow. 
Then draw it to its head and let it go." 

The determination of the end sought would 
involve the selection of the most appropriate 
material, but where a uniform lesson is followed 
the teacher will select from the possible truths 
in the given passage the one best adapted to the 
ages and spiritual experiences of the class. 

Second, the lesson approached. The truth 
selected, the next step is to prepare the way for 
its presentation. The active co-operation of the 
scholar is absolutely essential. Therefore his 
interests must be aroused. Interests are no mere 
whims or fancies. They are the hunger of the 
soul, the spontaneous longing of the spirit, the 
sum-total of the impulses which naturally move 
one. Interests are the point of contact and the 
appeal to the interests is the finding of this point. 
Contact is gained through a story, or a picture, 
or an illustration, or a question. The purpose 
of this is to connect the experience of the scholar 
with the truth to be impressed. Next in the 
line of approach is the gathering together of the 
known facts which bear upon the lesson aim. 



Hand-work and the Lesson Plan 23 

This is called correlation. Its purpose is to enrich 
and to enlarge the lesson by bringing into the 
field of vision whatever there is in the scholar's 
experiences or whatever he can garner from his 
previous studies which have a bearing upon the 
truth to be impressed. The purpose of the 
approach to the lesson, through both contact and 
correlation, is to connect the scholar with the 
lesson truth and not with the lesson material. 
This done, the class is ready for the next step. 
Third, the lesson presented. The interests 
aroused, the activities quickened, the related facts 
and truths having been grouped together, the 
material of the present lesson will be introduced. 
In the case of younger scholars this will be by 
means of the story usually. In the older classes 
nothing can compare with the development 
method. By the blending of questioning and 
instruction, the finest of arts in teaching, the 
facts of the story and the history or the argument 
of the literature before the class will be drawn 
from the scholars themselves. Where home work 
on the advance lesson has been done and the 
lesson facts are already known, the material, 
nevertheless, can be made new and fresh and 
interesting by the art of vivid picturing and by 
bringing into relief the salient points by unex- 



24 Hand-work in the Sunday-school 

pected emphasis. Back of the lesson story is 
the lesson setting, and surrounding it are the 
lesson parallels. Parallels are different accounts 
of the same event, or events of a like nature, 
introduced for the sake of comparison and empha- 
sis. The setting clarifies, the parallels intensify, 
the lesson : the one gives color, the other strength. 
Knowledge of contributing events, the places, 
the occasion, the customs of the people, makes 
the story real and vital and is essential to a grasp 
of the facts. The mastery of the facts is tested 
and attested by the final step. 

Fourth, the lesson expressed. However per- 
fectly the teacher may have mastered the facts, 
with whatever insight he may have caught the 
meaning, however vividly he may have pictured 
the lesson, there has been no teaching whatever 
unless, in his own way and words, the scholar 
can retell the facts and express the thought. 
This is the point for the formulation of the lesson 
aim. From the beginning it has been in the 
mind of the teacher and all the work has led up 
to its expression. Yet here, too, the teacher 
must follow the lead of the child. He must 
practise what Trumbull called the duty of striving 
to render oneself useless. All he can do, and this 
is the test and crown of his work, is to aid the 




^ § 



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o 



Hand-work and the Lesson Plan 25 

pupil to state the truth for himself. Patterson 
Du Bois says with profound insight: ^ ^Teaching 
is enabling another to restate the truth in terms 
of his own life." This will naturally grow out of 
a discussion of the principles involved, or an anal- 
ysis and an estimate of the persons portrayed. 
For instance, deciding what they would do in given 
situations to-day. But the only thorough restate- 
ment of truth is in the actual deeds of living. 

For the fixing of the story and for the deepening 
of the impressions, the expression should be made 
manually as well as orally. Several forms of 
hand-work are applicable. Illustrative or nar- 
rative work will re-enforce the verbal statements. 
But this brings us to the main question — the place 
of hand-work in the lesson plan. 

The Place of Ha.nd-m)ork in the Lesson Pt^n 

At several points hand-work can be intro- 
duced. Some forms in the nature of the case 
are home work, but others intrinsically belong 
to the lesson period. They are in themselves 
a means of presentation or expression in the class. 

Under the approach to the lesson would be 
grouped all work which brings the scholar up 
to the present study. This would include home 
work on the advance lesson. Written answers 



26 Hand-work in the Sunday-school 

to questions or the final form of notes taken on 
the study of the previous lesson, could be reported 
and discussed at this point. Here, also, in his- 
torical studies would belong such geography 
work, in the form of map coloring and marking, 
as would bring the narrative up to the present 
period. Properly speaking, this is review work, 
but is legitimate here if the period covered be 
not too long. A survey of the events intervening 
between the lessons or a still broader sweep may 
be necessary, and for such a purpose nothing is 
better than historical geography. The locating 
of events upon a map and connecting them by 
lines to represent journeys is the easiest possible 
way of fixing them in the memory. 

The change from the approach to the presenta- 
tion of the lesson is not abrupt; they shade into 
each other, and in historical geographical work 
the new work is simply the extension of the old. 
A given point having been reached, the journey 
continues and so the lesson facts emerge. The 
lesson facts will be developed in the class. In Acts 
8 the story of the first extension of Christianity 
beyond Jerusalem is told. Verses 5, 26, and 40 
give the route of Philip's journey. The rest of the 
chapter tells the occasion and the incidents of the 
journey. Plainly, the journey is the frame of the 



Handiwork and the Lesson Plan 27 

story. With the Bible and maps before them, the 
class will outline and trace the journey in its differ- 
ent stages, and in the very doing of it the story will 
unfold. The setting of the events in historical 
study will be shown by physical and political 
geography work. This involves either relief 
work or color work on a surface map, or both. 
Being broadly introductory, the work demands, 
but will abundantly reward, the giving to it of 
plenty of time. Allied to this is thesis work or 
papers on the times or the general situation, such as 
a study of the Roman world in the time of Jesus. 
In the older grades preparatory work, which, 
strictly speaking, means giving the setting of 
events, demands on occasion the entire lesson 
period. In story work the different forms of 
illustrative methods will make clear the details. 
Picture work, sand molding, model handling, 
drawing, are all so many means of making the 
lesson real and lifelike. But these things must 
not be made more prominent than the truth to 
be impressed. 

The expression of the lesson by hand-work 
will cover both the recording and the interpreting 
of the material. Interpretation can be in the 
form of symbolic drawings or of analytic character 
studies. Narrative note-books, with pictures, 



28 Hand-work in the Sunday-school 

maps, drawings, historical outlines, decorated, 
possibly, with illumined titles and tables of con- 
tents will be the norm of class work. After every 
lesson the scholar must be given the opportunity to 
draw a picture, write a title or a text or otherwise 
summarize the lesson and so to reproduce it. 
If his work is kept in a permanent and an attrac- 
tive form, on cards or in a book, it will be to him 
always, to the degree that he has put himself into 
the work, a record not of facts only, but of that 
which lies deeper than the facts, a record of work 
done and of spiritual impressions. 

Outline of a Lesson Plan with Appropri- 
ate Hand-work 

I. The Lesson Selected. 

Determination of the aim. 
II. The Lesson Approached. 

1. Point of contact. 

Interests and activities aroused in the 
direction of the lesson truth. 

2. Correlation. 

Grouping the known facts related 
to the lesson truth. 
Hand-work. 

Geographical or written summary. 
Home work on the advance lesson. 






< 




Hand-work and the Lesson Plan 29 

III. The Lesson Presented. 

1. The setting. 

Places and background. 
Hand-work. 
Physical and political geography. 
Reports. 

2. The story or events. 

Hand-work. 

Historical geography. 
Illustrative work. 

3. The parallels. 

Hand-work. 
Reports. 

IV. The Lesson Expressed. 

1. Oral expression. 

Discussion of principles. 
Formulation of lesson truth. 

2. Manual expression. 

Symbolic and descriptive drawings. 
Recording of facts and impressions. 

3. Moral activities. 

Missionary and philanthropic work. 
Work for school and church. 



Geography Work 

Geography a.nd Histor:^ 

The first chapter in the history of revelation 
is the story of the land of Palestine. The second 
is the story of the people who made the land their 
home, how they lived and with whom, what they 
did and what they thought, and why. The back- 
ground of the message of the Bible is the history 
of the people who wrought out its truth. The 
background of the history is the geographical 
setting which made the history what it was. The 
story of the Hebrews is the romance of history, 
but Israel's place in the world is determined to a 
significant degree by her place on the world. The 
story of the empire of the '* sea girt isle" has not the 
more been modified and directed by England's 
geographical position than has the story of Judaism 
taken its form from Judah's isolated yet ever im- 
periled mountain home with its boundaries of 
desert and valley ^nd plain in the very center of 
the throbbing life of the ancient world. The moun- 
tains and springs, the fields and crags, the valleys 
and lakes of Palestine, its homes and its tasks 
and its enemies, equally with the abiding Spirit 
30 





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Geography Work 31 

of its God give form and color to Israel's message 
to the world. 

History and geography are vitally related and 
the study of them must always be interwoven. 
Geography, except as the theater of events, is 
abstract and uninteresting. History, apart from 
its setting and background, is unintelligible. 
History makes geography practical because it 
reveals the hills and plains as the homes of men 
and the scene of stirring events. Geography 
gives history vividness and reality, and this is 
its chief value in Bible study. In its light the 
men of the Bible stand out as real men who lived 
in our world and won their crowns as we must 
win ours. Bunker Hill and Missionary Ridge 
are not more significant than Mt. Tabor and the 
Hill of Zion, nor have they touched modern life 
more vitally. 

Forms of Geography Work 

Proceeding from the general to the more 
specific aspects of the study, Bible geography 
work will follow three lines; physical geography, 
political geography, and historical geography. 
A physical map will show the configuration and 
the character of the land, whether it be mountain- 
ous or a plain, broken or level, arid or fertile, 



32 Hand-work in the Sunday-school 

and upon all these things depend the character- 
istics and the character of the people who live 
there. A political map will show the relation of 
the different nations to each other. A historical 
or an event map will locate events and show 
them in their sequence. Systematic study will 
require of the scholar the making of these three 
kinds of maps. 

Physical Geography Work 

No surface map can by any possibility take 
the place of a relief map in the study of Hebrew 
history. Physical geography at once determines 
much of the history and interprets many of the 
stories of the Bible. Palestine has been called 
a miniature continent. Confined within narrow 
limits by the desert, the sea, and the mountains, 
marked by distinctive features, it seems to be 
as peculiar among the lands as its people among 
the nations. Within its restricted boundaries 
are the widest contrasts in physical and climatic 
conditions. Tropical verdure and snow are within 
sight of each other. Widely different types of 
men and life exist side by side. On the east 
Israel faced the desert and the desert men. On 
the west fertile plains and men from all the known 
world lured and imperiled them. 



Geography Work 33 

The Physical Features of Palestine 

There are five distinctive physical features of 
Palestine which have molded its life and its history. 
These are the eastern plateau which stretches 
out to the desert, a series of rolling hills gashed 
by deep ravines through which the floods leap 
down to the Jordan Valley four thousand feet 
below. By way of this plateau the Hebrews, 
following the tide of immigration which had been 
rolling in for centuries, entered Canaan. To 
enter they crossed the second distinctive feature 
of the land, the deep chasm called the Jordan 
Valley which dips southward for a hundred and 
fifty miles and ends in the lowest and deadliest 
sea on the face of the earth, thirteen hundred feet 
below the surface of the Mediterranean Sea. 
Rising abruptly from the Jordan Valley is the 
central range of hills which extend north and 
south from the desert plateau on the south to 
the Plain of Esdraelon. Beyond Esdraelon the 
hills of Galilee continue the range till it merges 
into the Lebanon Mountains. South of the Plain 
of Esdraelon the central range is separable into 
two divisions with distinct characteristics, Samaria 
and Judea. Samaria is fertile and attractive, with 
wooded hills rich in springs of water. Judea is 
rugged and repellent, with rocky hills and deep 
3 



34 Hand-work in the Sunday-school 

narrow valleys. Samaria lay open to friend and 
foe, and was the first to yield to the influences 
and to fall before the attacks of the outer world. 
Judea, the land of the shepherd, bordered by the 
desert, produced a finer though narrower type 
of men through the very struggle and isolation 
its ruggedness imposed. Beyond the hills and 
stretching to the sea is the broad coast plain, 
rich and fertile, dotted with cities, its roads the 
highways, and its fields the battlefields, of the 
world. The other distinctive feature is the Plain 
of Esdraelon which connects the coast plain with 
the Jordan just to the south of the Lake of Galilee. 

The Isolaiion of Judah 

The Eastern plateau and the Jordan formed 
the bulwarks of Judea on the east. Upon the 
central range the men of Judah, who preserved 
the Hebrew nation, wrought out their destiny 
at once in touch with all nations yet severed from 
them by their hills. For the coast plains, the 
home of alien people and the highway of the com- 
merce and the armies of the world, were a per- 
petual menace and a standing challenge to their 
national life and religion. At the same time, 
though the current of the world's life flowed di- 
rectly beside them, they were sufficiently isolated 



Geography Work 35 

to develop their own life. The isolation of the 
land gave to Israel a sense of separateness and 
security. Hemmed in by the desert and the sea 
and the surges of war, the Jews could expand 
but one way only — upward, and they have given 
to the world its dominant religion. In the fulness 
of time, when the noblest of Israel's sons could 
discern the spiritual realities and welcome the 
Christ with his message of brotherhood, her 
gospel, like the streams from her mountain heights, 
flowed down to the coast and out to the sea of the 
wider world. 

A Relief Map and Bible Stories 

How make all this clear to the children ? Let 
them picture it themselves. Here a sand-table 
is invaluable. A relief map made in sand will 
bring out these features clearly. Let the class 
model the map of Palestine. With its wonderful 
truth of God's providence, that will be the lesson 
for the day. Photographs and a relief map will 
guide them and stereographs will show the land- 
scape in true perspective. As they fashion the 
sand into hills and plains and trace the roads 
where caravans and armies have jostled each 
other, the Bible story will be instinct with life. 

The geographical setting of many of the Bible 



36 Hand-work in the Sunday-school 

stories as shown by a relief map will clothe them 
with new meaning and beauty. 

Winding down from the heights of the Judean 
plateau to the coast plains are three or four rugged 
valleys. In the glens and broader sweeps of these 
natural highways, and about their caves and 
crags, the border wars of Judah have been fought. 
Some of the stories that make the strongest 
appeal to a boy's heart have both their home and 
their interpretation in these defiles. Every boy 
knows and admires Samson and David. In 
two of these gorges they played their tricks 
upon their foes, wrought their stratagems, and 
found the one his undoing and the other his 
crown. 

The scene of the giant's challenge and of 
David's heroism in the Vale of Elah can easily 
be pictured in the sand with the aid of maps and 
photographs. A narrow plain at the juncture 
of two deep valleys, cut by two brooks, surrounded 
by the hills among which the two armies at once 
confronted and were protected from each other, 
was the setting of one of the most dramatic stories 
of the Bible. 

Similarly, the scenes of Samson's boyhood and 
exploits can be reproduced. The geography inter- 
prets the moral tragedy. Among the foothills be- 



Geography Work 37 

tween Philistia and Judea the Vale of Sorek broad- 
ens out to form a kind of basin between the hills. 
Just above it was the home of Samson. The 
boy grew up as Jesus did, sheltered and uplifted 
by the hills, yet within sight of a rich and varied 
life. Below him the lower hills and plains dipped 
toward the sea. A few miles away were the 
Philistine cities and the great caravan route 
between Egypt and the East. He could almost 
see the grain-fields of the Philistines which once 
he fired with firebrands tied to foxes' tails. How 
he played the man and the fool and lost at last his 
strength and his chance, how he yielded to the allure- 
ments of the plains and declined the challenge of 
the hills, can be told and shown over the sand-table 
with pictures as in no other way. ^^And so from 
these country braes to yonder plains and the 
highway of the great world — from the pure home 
and the mother who talked with the angels, to 
the heathen cities, their harlots and their prisons — 
we see at one sweep of the eye all the course in 
which this uncurbed strength, at first tumbling 
and sporting with laughter like one of its native 
brooks, like them also ran to the flats and the mud, 
and, being darkened and befouled, was used by 
men to turn their mills." 
The physical geography as shown on the sand- 



38 Hand-work in the Sunday-school 

table will interpret the story of Barak when the 
stars fighting in their courses made a quagmire 
about the River Kishon and Deborah sang the 
Star Spangled Banner of Hebrew history; the 
story of Gideon and his stratagem when he tested 
his men and took only those for his night attack 
who were vigilant and refused to drink headlong 
but lapped the water as they went, with weapons 
and eyes alike toward the possible enemy. The 
annals of warfare contain no more heroic deeds 
than that of Jonathan at Michmash where he 
scaled the height almost single-handed, and of 
David when he took the stronghold of the Jebu- 
sites which towered over two hundred feet above 
the valley, and which they thought could be 
defended by the blind and the lame. ''Never- 
theless David took the stronghold of Zion." 
What that "nevertheless" means only a relief 
map and a stereograph can show. 

The messages of Amos and Jeremiah with 
their undertone of solemnity and doom, yet break- 
ing out in a note of triumph tellingof the wilderness 
blossoming as the rose, can be appreciated only 
when we remember that they lived face to face 
with the wilderness of Judea falling broken and 
chaotic down four thousand feet to the depths 
of the imprisoned sea, wild and threatening, awe- 



Geography Work 39 

inspiring, yet suddenly, as by a miracle of the 
grace of Nature's God, breaking forth in verdure 
after the winter rains. 

A most valuable map for either Old Testa- 
ment history or the life of Christ, is the map 
of the region of Esdraelon. Many of the most 
inspiring of the Old Testament stories are centered 
there. On those hills and plains Jesus grew 
to manhood, and there were seen — ^there, with the 
aid of stereograph and sand-table, is seen — the 
setting of most of his mighty works. The 
temptation of Jesus, which is his own story of 
how he met the crisis in one supreme moment 
of his life when he faced his mission and must 
determine his course of action; whether he should 
compromise with the world forces or should obey 
the law of the cross, becomes real in the light of 
the environment of his boyhood. In all reality 
the world was spread before his vision from the 
hilltop behind his village home. Caravans and 
soldiers from Rome and from the ends of the 
earth, his nation's priests and Greek scholars, 
prodigals going to the far country and mer- 
chantmen seeking goodly pearls, traveled along 
the roads that almost passed his doorway. And 
before him too were the scenes of his nation's 
noblest triumphs and of the visions of the early 



40 Hand-work in the Sunday-school 

prophets. What Jesus saw, how he struggled 
between alternatives of action, the spirit of the 
Empire and the spirit of the prophets' vision con- 
tending for the mastery, how he conquered through 
belief in the supremacy of spirituaUty and set his 
face steadfastly toward Calvary, — all this becomes 
real before a relief map of Esdraelon. 

Modeling in Ctac^ and Pulp 

In making a physical map the scholar works 
in three dimensions. The materials ordinarily 
will be sand, plasticine, or pulp. In addition 
to actual relief work color work can be done on 
a surface map by filling in contour lines to 
show the physical features. For regular class 
work, sand and color work will be sufficient. 
For special work, the clay and pulp maps are 
exceedingly valuable. Paper pulp has some 
points of superiority over the composite clay or 
plasticine. It hardens and can be colored, but 
is not so easily handled. 

Plasticine is a clay mixture which does not 
crumble or harden. It is of the consistency of 
putty and is worked with ease as it softens in 
the handling. It is laid on thick cardboard. 
After the map is finished the water surfaces are 
colored blue. The disadvantages of this material 




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Geography Work 41 

are that it remains soft and that no color work 
or marking with ink can be done. 

Pulp maps are valuable where minute details 
are not desired. The pulp must be rag pulp 
and can be secured from any writing paper mill. 
The pulp comes in sheets and is prepared by 
soaking a small quantity in water for a few minutes 
then picking it apart by hand, or by stirring it 
rapidly in boiling water. Each scholar should 
have a pan of the pulp and a sponge with which 
to press the pulp into place and to take up the 
excess of water. The pulp is molded best in 
ti;ays. Trays made of poplar wood, with a rim 
about half an inch deep, are very satisfactory. 
The wood does not warp much, and the pulp 
adheres just enough to dry perfectly flat. When 
dry the map is glued to cardboard cut to the size 
of the map. While the map is wet, if desired, 
it may be tinted either to intensify the elevations, 
or to show the areas of fertility and aridity, or 
to indicate political divisions. For a physical 
map may be made, at the same time, a political 
and a historical map by outlining boundaries 
and by marking it to show journeys and events. 
Ordinary dyes, much diluted, may be used for 
coloring the pulp. The effect is better if the 
maps are slightly tinted rather than vividly 



42 Hand-work in the Sunday-school 

colored. If the session is too short for making 
and coloring, the latter may be done the follow- 
ing session. The maps can be tinted after they 
have dried upon the trays, but then time will be 
lost in mounting them. They cannot be glued 
to the cardboard until perfectly dry. 

Some very good work can be done with a com- 
bination of pulp, flour, and corn-starch. The 
pulp should be fine. It can be made by soaking 
ordinary blotting paper. Indeed, blotting paper 
makes most satisfactory pulp for all purposes, 
but is expensive. Take a large sheet of blotting 
paper, soak and macerate it till it becomes a 
pulpy mass, then mix it with a paste made of 
equal parts of flour and corn-starch till it is of 
the consistency of soft putty. The map can be 
molded directly on a cardboard base on which 
the water lines have been traced. The paste will 
make the map adhere perfectly to the cardboard 
when dry. It dries with a surface firm enough to 
take ink lines or paints. The disadvantages of 
this material are that it is harder to prepare, 
that it quickly becomes sour, and that it is not 
as clean to work with. It is admirable for special 
work outside of the school session. It can be 
molded almost as readily as clay and will not 
shrink. 



Geography Work 43 

Map Coloring to Shorn) Physical Features 

Elevations can be shown by color work on a 
contour map. There are two series of maps 
available, the Hodge and the Bailey maps, on 
which the elevations are indicated by contour 
lines. The spaces between the lines are filled 
in by the scholar with different colored crayons 
or with water-colors. This work is sufficiently 
difficult to demand close attention and the finished 
product is absolutely accurate and, if a pleasing 
color scheme is adopted, it is a beautiful piece of 
work. The Hodge maps come in two sizes, a small 
size for note-book work, and a wall map size. The 
large size offer opportunities for class or club work 
for the school. The maps suggest their own 
color scheme. The Bailey maps are published 
in note-book size only. There are two subjects, 
Palestine, and the Plain of Esdraelon and lower 
Galilee. Five gradations of elevation are marked. 
Including a blue for the water surfaces; six colors, 
therefore, will be needed. Among the attractive 
color schemes for the five elevations are a series 
of browns ranging from light to dark, or a series 
of greens and yellows. In the latter case the 
lowest levels could be dark green, the coast plains 
olive green, the foothills light green, the plateau 
gold ochre, and the highest points yellow. These 



44 Hand-work in the Sunday-school 

maps can be mounted in note-books with the 
series of political and historical maps. This 
work will follow relief work on the sand-table 
and in the regular class work these two media 
are all that will be required. The drill in relief 
work can be given in sand and the coloring will 
produce accurate, attractive and permanent work 
for mounting. Modeling in pulp and plasticine 
is valuable for special or extra work and the maps 
can be used as models for sand-table work. 

Modeling in Sand 

For regular class work nothing can take the 
place of a sand-table. The area is large enough 
to show details of formation, several can work 
at once, corrections can be made instantly, and 
the material is clean. The material should be 
white beach or builders' sand. Nothing that 
contains clay, like molders' sand, should be used, 
as it becomes mud when wet. When a map is 
made it may be kept for some time by repeatedly 
sprinkling the surface. It will dry into a kind of 
crust. The most convenient shape for a sand- 
table is the proportion of three to four, specifically, 
36X27 inches. A tray of that size which will 
stand on supports is all that is necessary. The 
bottom should be of narrow pine flooring, tongued 



Geography Work 45 

and grooved to prevent warping. The rim should 
be about five inches deep. The bottom may be 
painted blue to represent water when the sand 
is brushed away. The scholar should make 
five maps in the course of historical studies: 
I. The Old Testament world; 2. Sinai and Pales- 
tine; 3. Palestine; 4. Lower Galilee and the Plain 
of Esdraelon; 5. The environs of Jerusalem. A 
map area of the proportion of three to four is 
exactly right for the making of all these. 

The Ma,p of Palestine 

The main points to be considered in the out- 
lining of maps are the fixing of guide points 
and the determination of a scale. Two or 
three guide points can be fixed in the teacher's 
mind or marked upon the edge. The rest is 
easy. The following is a simple key for out- 
lining Palestine on either a sand or a surface 
map. Take any unit of measurement, and let 
that unit be the length of the Dead Sea. Lay 
down vertically one unit, to the right three units, 
up four units, to the left one and three-quarter 
units. A curved line, broken by the tip of Carmel, 
from that point to the point of beginning will be 
the coast. The Jordan River will be only a 
trifle to the right of the exact middle of the map 



46 Hand-work in the Sunday-school 

area. From the center of the bottom line measure 
up one unit to the center of the Dead Sea, one 




3 unitd 

The unit of measurement is the length of the Dead Sea 

unit long. From the third point on the up line 
measure exactly two units to the left to the bay 



Geography Work 47 

at the foot of Carmel. The line to that point 
will bisect the Sea of Galilee. In making the 
map of Palestine a false bottom can be put in 
the left-hand upper section of the table to occupy 
the space of the Mediterranean Sea. This will 
permit the lowering of the Jordan Valley below 
sea level. A vertical scale can be marked on a 
stick to guide in building up the elevations. The 
scale, obviously, must be much exaggerated, for 
the relief work must produce the same effect 
upon the eye as we look down upon the map as 
would be produced upon the mind by standing 
actually in the valleys and looking up. For work 
on an area 27X36 inches the scale would be half 
an inch for 500 feet. 

Other Maps for Historical Study 

Diagrams are also given for the making of 
other maps on an area three by four. The fixing 
of a few starting points on the map area will make 
the tracing of the outline a very simple matter. 
On the map of lower Galilee and Esdraelon 
notice that the coast line begins in the extreme 
lower left-hand comer and extends inward on 
the upper edge one unit; that a horizontal line 
one-third down from the top will pass through 
the center of the Sea of Galilee and will just 



48 Hand-work in the Sunday-school 

miss the bay at the foot of Carmel; that the 
western edge of the Sea of GaUlee is one unit in 
from the right-hand edge; that Nazareth is in 
the exact center of the map. 



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Lower Galilee and Esdraelon. On a map area 3 by 4 
The unit of measurement is the length of the Sea of Galilee 

On the map of the Sinai Peninsula notice that 
Sinai and Egypt occupy nearly three-quarters 
of the area from south to north; that the top 
of the Dead Sea is one-quarter of the distance 
from the top, and that its center is on a line with 
the middle of the horizontal coast line. 

On the map of the Old Testament World 
notice that the Mediterranean Sea occupies one- 



Geography Work 



49 




Sinai and Palestine. On a map area 3 by 4 
The unit of measurement is twice the length of the Dead Sea 

third of the vertical space a little to the north of 
the center, and extends about one and a half 
units in toward the right; that the tip of Sinai 
is one unit to the right; that the Euphrates River 
4 



50 Hand-work in the Sunday-school 

extends half the distance to the left and clear to 
the top of the map. This map is of utmost 
importance in advanced work to show the 
position of Palestine between the great world 
empires. The opening chapters of Smith's His- 
torical Geography of the Holy Land should be 
read by all the older classes. 




The Old Testament World. On a map area 3 by 4 

For the relief work model maps are needed. 
Relief maps of the Old Testament World, Sinai 
and Palestine, Palestine, Lower Galilee, the Lake 
of Galilee, and Jerusalem are available. The 
colored contour maps of Palestine and Lower 
Galilee are themselves guides for sand modeling. 



Geography Work 51 

Potitical Geography Work 
A political map outlines boundaries and shows 
the relation of nations to each other. A series 
of such maps, colored with a consistent color 
scheme, will show the sweep of history in color. 
The maps will give the general course of the history 
by showing successive political changes. The 
expansion, contraction, or disappearance of any 
color will indicate the rise or fall of the nation 
it represents. Each map in the series may be 
used as an introduction to the historical study 
of that period. The purpose of these maps is 
not to teach geography but history, and the water 
lines and boundaries are outlined for the scholar. 
As with the physical contour maps, the pupiPs 
work is merely to fill in the outlines in accordance 
with the color scheme. Each nation will have 
its own color. Crayons are better than water- 
colors for scholars' use. The work is clean and 
it can be done in half the time required for water- 
colors. Usually a map can be done in from ten 
to twenty minutes. While the colors are being 
laid on the teacher explains the significance of 
the work. Thus a preview of any period is 
given as a preparation for detailed study. A 
series of fifteen maps outlined for color work, 
covering the entire Old Testament history, has 



52 Hand-work in the Sunday-school 

been prepared by the author for use in historical 
note-book work. Three maps of this series done 
in color are shown in the frontispiece. A sum- 
mary of Old Testament history to accompany the 
maps is given in the Appendix. 

Historical Geography Work 

As used here the word historical is applied to 
any map upon which events are marked to locate 
them and to show their sequence. For instance, 
a historical map could give the plan and order 
of a campaign. The placing of events upon a 
map gives a sense of reality to the pupil and 
the expression of history in the terms of geography 
is an invaluable aid to the memory. It correlates 
the ideas of time and space. Historical map work 
is specific rather than general, and has to do with 
events instead of periods. It deals with sites 
instead of areas and the work is map marking 
as distinct from map coloring to express general 
ideas. It is the kind of work to be done in pre- 
senting the new material in the lesson study. 

Historical Work on a. Sand Map 

The map marking can be done on a relief 
map and in some instances the physical character- 
istics will give meaning to the events. Take the 



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Geography Work 53 

period and events of the Exodus. The fact that 
the journey is taken through a desert and an 
arid region interprets the whole narrative. The 
fundamental moral lesson of that period is obe- 
dience. The perils of the desert are hunger, thirst, 
the enmity of desert tribes, and distrust of them- 
selves and the power of God. In the first stages 
of the journey the Hebrews learn that if they 
obey their hunger will be satisfied and that water 
will be provided for them. At Rephidim they 
learn that God will protect them in battle if they 
be true to him. At Kadesh-barnea they give 
way to distrust and fear and are shut out from 
the land of promise, as is every one from every 
promised land who yields to fear. So by map 
marking the successive experiences are traced 
and interpreted. Here again a sand map can 
be used very profitably. Whenever it is possible 
the journeys or events should be marked upon 
the sand map and then be reproduced by the 
scholars upon their surface maps for mounting 
in their note-books. The method will be to 
develop the facts from the record and have the 
dififerent scholars mark the maps. Some can 
work while others criticize. The advantages of 
the sand-table work are, the larger area to work 
upon, ease of correction, and the opportunity 



54 Hand-work in the Sunday-school 

for photographic and stereographic illustration. 
A sand-table and a stereograph seem made for 
each other. Saving only the absence of color, 
looking through a stereoscope is like looking out 
of a window. Scholars can walk around a map 
and in imagination stand upon a given place 
and looking through the glass, see the locality 
as it appears to-day. This sand-table work is 
only introductory and the markings should be 
reproduced on the note-book maps. The large 
map is used for ease and vividness in presenta- 
tion. Where a sand map is not available, the 
journeys can be developed in the same way and 
traced directly upon the surface maps, or they 
can be put on a blackboard and copied. 

The Scope of Map Marking 

Map work can be done throughout the entire 
course of Bible history. The lives of David 
and of Jesus can be placed upon a map. So, too, 
the campaigns of Joshua or Sennacherib; the 
ministries of Elijah, or the early Apostles, or 
Paul. A series of such maps will be the outline 
of the history. Each one could be used as a 
review or a preview of the period, and would be 
the basis of the oral or written work in class 
instruction. 



O l¥lSii0M Mlllll IM Jff^^f 



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Two Pages of a Historical Note -book 

Constructed with historical outlines and symbolic drawings 



5 
Illustrative Work 

Illustrative work is the process of picture 
making. A picture is a representation or a 
symbol of a fact or a truth as a whole. Its pur- 
pose is to give a vivid and an accurate mental 
impression. It is an appeal to the imagination. 
The prayer of a seer of olden time, ^^ open [thou] 
his eyes that he may see," may be taken as the 
primary purpose of a teacher. The ultimate 
purpose is to inspire the reproduction in life of 
what the scholar sees. Broadly speaking, word 
painting in the form of the story is a phase of 
picture work in that it presents to the mind of 
the child a mental picture as a concrete whole. 
So also is dramatic or action work. When a 
child through his play reproduces in pantomime 
any aspect of the life about him he is making for 
himself a picture which contains all the elements 
of unity. Many stories and nature studies can 
be enacted in childhood play. The little child, 
through his imitative play, can enter into the life 
of the butterfly or the squirrel, or can make real 
the story of the shepherd seeking the lamb which 
had strayed, or of Ruth gleaning in the field, and 

55 



56 Hand-work in the Sunday-school 

such work is a valuable form of expressive activity 
in the Beginners' classes. The scope of this dis- 
cussion includes only the manual form of picture 
or illustrative work. Rigidly considered, illustra- 
tive work is the making of illustrative material such 
as a picture, a drawing or an object, which is a 
picture in the solid, to make clear the details of a 
story or to express something of its meaning. 

Art is both descriptive and interpretative. It 
may seek to depict form and appearance, to 
express mere actuality like a study in still life* 
But far more, a work of art expresses vitality, 
emotion, and thought. A true illustrator of life, 
whether he works with pencil, brush or chisel, 
is an analyst rather than an annalist. What 
applies to the complete forms of artistic ex- 
pression applies also to the cruder forms, to the 
child in his struggles, as well as to the man in his 
achievements. The point of insistence is that it 
be a true expression of the inner life. 

Forms of lUustr^itvve Work 

Descriptive illustration in Sunday-school work 
is necessary to give a knowledge of the details 
of the story. A vivid picture is essential to 
the comprehension of the truth. This will be 
gained by picture pasting, the handling and 







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Illustrative Work 57 

making of models, sand molding and descrip- 
tive drawing. Descriptive occupation serves the 
same purpose as language in making known what 
has been perceived. It simply tells something. 
But by this means the child tells what he sees 
better than he can in words, and his illustration 
possesses a unity which his verbal statement would 
lack. But the work must not end with description. 
If the hand-work simply gives vividness to the 
conception the greater care must be taken to 
encourage oral or written expression of the lesson 
truth. The element of interpretation may be 
expressed by the hand-work itself through pictures 
and symbolic drawings. Then, too, the associa- 
tions which cluster around the models and pictures 
when the stories connected with them are told 
with strength and winsomeness will make them 
vital, for they will then be symbols of stories and 
impressions. 

Pdper Tearing 

Broad work with surfaces, such as folding 
and tearing, is the earliest form of illustrative 
hand-work. This is simply the fashioning of an 
object to recall a story or a truth. The form of 
a steeple and side of a church will recall the lesson 
on worship and reverence, a harp will remind 



58 Hand-work in the Sunday-school 

the child of the story of David, and so on through 
a long list. Cutting and tearing trains the child 
to look for essentials instead of minute details 
and leads to definiteness. 

Dr3L^a)ing 

Another early form of illustrative occupation 
is drawing. Very crude drawings express very 
clear ideas and the child sees the picture that his 
imagination and not his pencil has drawn. Draw- 
ings may be merely descriptive or they may 
express an idea symbolically. A star or fruit 
will suggest the Christmas or the Thanksgiving 
story, for example. Sometimes action will be 
shown in the drawing, and the grouping of objects 
on the page, though perspective be lacking entirely, 
will express with perfect clearness the different 
actors and elements in the story. As is true of other 
hand-work for little children, the dra wrings express 
mass and outline, omitting details, and here 
again the unity of the story is conserved. Through 
this exercise the scholar learns to observe, to 
look for essentials and to think. Whether the 
picture shall be drawn at the close of the lesson 
or at the beginning of the following Sunday 
depends upon circumstances. No hard and fast 
rule can be given. Where a general lesson is 





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Illustrative Work 59 

followed by class or group work whatever hand- 
work is demanded would naturally be done in 
the class groups. 

A picture should be shown in telling the lesson 
story. The showing of the picture will follow the 
story unless the picture itself be needed to make 
clear the scene. But even with the picture fresh 
in his mind the scholar will not copy the picture. 
His drawings will express his own ideas. 

Sometimes the approach to the lesson may 
be made through drawings. The drawing of a tree 
shown in the accompanying cut was the point of 
contact in a lesson on God's care of his children. 
The scholars were asked to draw something 
that would tell how the parent squirrels cared 
for the little squirrels. The tree with a hole in 
it shows the squirrels' home. From that the 
lesson led to the larger truth of God's care of his 
little creatures and of us. Drawing work applies 
distinctively to the Primary department. In the 
older classes symbolic drawing can be used 
effectively but it will be supplemental to the 
narrative and history work and will bear the 
same relation to the written work as other pic- 
tures. The pupils must be given all possible lib- 
erty even in directed work, for only so can it be 
genuinely expressive. With some obvious ex- 



6o Hand-work in the Sunday-school 

ceptions, like the Christmas and resurrection 
stories, practically all the stories told in the earHer 
ages can be pictured in drawings. 

A Typic^t Example 

A detailed description of a series of connected 
drawing studies illustrating the creation story will 
be of interest, as it shows a method of applying 
this form of work. The first picture drawing is 
simply a mass of black on a bit of drawing paper 
to represent chaos; the second is a band of yellow 
with bands of brown below and of pink and blue 
above to represent the light; the third shows a line 
of blue for the horizon with a corner of brown in 
the midst of a mass of lighter blue to represent 
the emergence of the dry land; the fourth is a 
rough drawing of trees and grass. And so the 
different creative days are pictured. The draw- 
ings were mounted on sheets of dark paper with 
appropriate verses. The steps in the work are 
thus outlined. ^^ On the Sunday after the teaching 
of the lesson 'God the Creator,' that lesson was 
reviewed by the superintendent of the department; 
the pupils were asked if they could make a picture 
to help them think of the time when darkness was 
everywhere, and the first picture was drawn. On 
other Sundays verses from Genesis i were read 



Illustrative Work 6i 

and the verse to be illustrated was talked about. 
The pupils were asked of which part of the verse 
they would like to make a picture and which 
colored crayons they would need in order to make 
it. After the kind of a picture to be drawn and 
the colors to be used were decided upon the work 
was directed, that is, the pupils were told to place 
their papers in a certain direction, to take such 
and such a crayon, to draw a certain portion of 
the picture, and then to wait for the next direction. 
In this way confusion was avoided and the work 
was more thoughtfully done. During the drawing 
of some like number two the superintendent 
worked on the board while the pupils worked at 
their papers. The pictures were moimted one 
Saturday afternoon. One page at a time, each 
containing a typewritten Bible verse which had 
been illustrated, was given to each pupil and each 
was asked to select from his drawings the picture 
that helped him to think of the verse upon his 
paper. The verse was read to those who were 
unable to read. When the picture had been 
selected it was pasted in place by the pupil. The 
sheets were fastened by the teachers and cover 
pages were decorated in Sunday-school on Sunday 
in the half-hour preceding the class session. On 
each Sunday the hand-work followed the teaching 



62 Hand-work in the Sunday-school 

of the supplemental, and preceded the teaching of 
the regular, lesson for the day. The making 
of the books was the only hand-work attempted 
during the quarter." 

Picture Work on a Sand-tahte 

Illustrative work may be done on the sand- 
table and with models as well as by surface work. 
These two media give pictures in three dimensions. 
Sand modeling is valuable when the incident has to 
do with a landscape, like the crossing of the Jor- 
dan or the exploit of Gideon. The purpose here 
as with drawings is to provide expressive occupa- 
tion for the child. He will mold the sand in the 
course of lesson development or he will model a 
picture after the story has been told. Sand pictures 
can be made in individual trays or on a large 
table. When the picture is a summary of the 
story the individual trays may be used. The 
story of the crossing of the Jordan has for its 
points of emphasis the vision from the hills, the 
march, and the altar about which they offered 
their prayers of praise and dedication. After 
the story has been told each pupil can fashion the 
hills and valley and altar and trace the course of 
the river which did not oppose them when their 
God led them. Ordinarily, however, sand-table 



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Illustrative Work 63 

scenes will be used as illustrative material in pre- 
senting the lesson. 

Where the lesson is developed over the sand- 
table, it is easy to lose sight of the end in the hand- 
ling of the materials. The whole point of the 
exercise is to clarify the story by picturing its 
setting. The end is a spiritual impulse and time 
must be left for the formulation of the spiritual 
truth. The teacher must be the first to watch the 
clock. Yet when care is exercised many stories 
can be told over the sand-table with very great 
effectiveness. The parable of the two founda- 
tions can be made vivid by showing the rugged 
nature of the country which Jesus had in mind. 
No one would think of building his house in the 
gravel in the path of a stream which would be 
swollen to a torrent in a storm. Some of the 
strong contrasts in the word-picturing of Jesus, 
such as this and the utterly impossible concep- 
tion to an Eastern mind of one refusing to ad- 
mit his friend even though he came at midnight, 
suggest a most winsome sense of humor in Jesus. 
The situations he pictures sometimes find their 
way to the moral consciousness by provoking a 
smile. It is quite likely that he intended that they 
should, and so show the absurdity of their counter- 
part in the spiritual sphere, as if God, for instance, 



64 Hand-work in the Sunday-school 

could possibly be such an one as is pictured in 
the story. The story of the four kinds of soil, 
which we call the parable of the sower, is another 
landscape scene easily pictured in the sand. The 
details are a little hillside farm; a path beaten 
hard by the passing that way of many feet running 
through a field ; the wayside from which the birds 
pick the sown grains; some of the soil very thinly 
spread over an out jutting ledge of rock; patches 
of thorns in the corners. The problem is how to 
make the whole field good soil. "Take heed how 
ye hear" is the moral emphasis as Jesus gave it. 
None of the soil need be hard or thin or crowded 
in the field of the heart. The fences can be 
mended, the pathway ploughed up, the ledge 
broken up, and the thorns pulled up. 

The use of the sand-table in the study of the 
historical incidents where the geography interprets 
the meaning is alluded to in the chapter on 
geography work. A sand-table scene is valuable 
only as a means to an end. It is to be used as any 
other descriptive picture and with the same 
fidelity to the laws of proportion. 

Picture Work m)ith Models 

Another but a closely related form of picturing 
work is the handling and making of models. The 




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Illustrative Work 65 

difference between a model and a sand-table 
scene is that a model is more specific. It is one 
detail of the picture except in the case of elaborate 
models, like the Temple, where the model is the 
whole picture. Sometimes the models can be 
used in connection with the sand-table to com- 
plete the picture. Models of a tent, house, sheep- 
fold, well, or tomb set up on the sand-table will 
make an exceedingly realistic picture as a back- 
ground for the story. The value of such work is 
twofold. It will quicken both imagination and 
memory. The model will give a vivid conception 
at the time of the lesson and will be a symbol of 
the event afterward. The model of a tent will 
suggest the stories of the Patriarchs and of the 
period of the Exodus. A sheepfold will illustrate 
and recall some of the fairest pages of the Bible. 
With an oriental house the stories of Elisha and 
the Shunammite, the healing of the man let down 
through the roof, Peter's vision, and many others 
will be given color and meaning. With the aid of 
a map and stereographs one can easily reproduce 
in sand a section of the wall of Jerusalem and 
Gordon's Calvary. Then let a model of the tomb 
on a small scale be placed in the sand-hill at the 
base of the cliff within a garden. And over that 
picture the story of the first Easter can be told. 

5 



66 Hand-work in the Sunday-school 

The more elaborate models, such as the temple, 
the synagogue, and stadium, suggest a wealth of 
Scripture material for older classes. There are 
available small wooden models of all these at prices 
within the reach of every school. The temple shows 
the central sanctuary surrounded by the courts and 
groups of buildings in which all the Jewish life 
and thought and aspiration centered and which are 
the scene of nearly every New Testament event 
connected with Jerusalem. In a synagogue the 
first sermon Jesus preached in his boyhood home 
when he gave the program of his kingdom was 
delivered, and with the synagogue his early educa- 
tion and many of his later works are connected. 
The stadium is surrounded by a totally different 
atmosphere. It suggests the Greek games which 
inspire so many heroic passages in the writings 
of the apostles. The Isthmian games were 
counted among the glories of Greece. They were 
celebrated every second year. Only Greeks of 
pure blood who had done nothing to forfeit their 
citizenship could contend in them. They were 
the greatest of the national gatherings. Even 
when one state was at war with another hos- 
tilities were suspended during the celebration of the 
games. No greater distinction could be won by any 
Greek than victory in the games. He obtained 



Illustrative Work 67 

only a wreath woven of pine or laurel, which 
would soon fade away. But his honor would not 
fade away while he lived. He was welcomed 
home with all the honors of a victorious general, 
the walls of his town being torn down that he 
might enter as a conqueror, and his statue was 
erected by his fellow-citizens. The New Testa- 
ment writers, and chiefly Paul, never tire of 
picturing the Christian life in the terms of the 
athletic arena. We are struggling for the mastery, 
and to win must practise self-denial; we are 
engaged in a boxing match to the death with the 
lower nature within us and must keep the body 
under; we are running the race, cheered on by the 
great cloud of witnesses, and will receive the crown 
from the hand of Christ himself, the Governor of 
the race, and forgetting all things that are behind, 
the training, the struggle for position, even the 
distance by which we have outstripped the nearest 
competitor, we press on toward the goal. 

Whenever such models are used in class study, 
they should be made the basis of written work. 

The cMaking of cModels 

A house, a sheepfold and a well can be 
molded in sand for temporary work. For per- 
manent illustrative material, and for museum 



68 Hand-work in the Sunday-school 

purposes they can be cut from wood and card- 
board. A tent can be cut from cardboard or, 
better, made of cloth stretched over nails driven 
in a bit of board. Simple solid objects^ like a 
water- jar or a well or a tomb, can be made of wood 
of modeled in clay. Other simple forms are a 
scroll, a shepherd's crook, a sling, an oriental 
table and couch. Boys from the twelfth to the 
fourteenth years like collecting and constructive 
work and will be interested in making the objects 
to illustrate and symbolize the incidents studied. 
In some cases they will take pride in constructing 
the more elaborate models and decorating them 
with pyrography to add to the school museum. 
All this is entirely voluntary. It is valuable as 
club work and it will be correlated with the educa- 
tional work by requiring the scholar to present 
with the object a written statement of the stories 
or events connected with it. 




Illustrative Work 

A group of models made by pupils to illustrate 
different lessons 



6 

Note-book Work 

Note-book work records the lesson facts and 
impressions in a connected and permanent form. 
It combines many phases of geography, illustrative 
and decorative work, and is a most effective 
means of unifying the lesson study and of making 
it attractive. It applies to all the departments of 
the school. In method the work may be either 
specific or general. That is, the unit of work 
will be either the separate lesson stories or a 
period of history or a section of literature. 

Forms of Note-book Work 

In the first five grades, up to the tenth or 
eleventh year, the work will center in the stories. 
The first work may be called scrap-book work or 
picture interpretation. The first writing will 
be the copying of titles and texts to interpret the 
pictures or the child's own drawings which illus- 
trate the lesson story. This work will shade into 
a second step, narrative or story work, which is 
the writing of the lesson story in the scholar's 
own words. This can be done sometimes as 
early as the third primary year, about eight. 

69 



70 Hand-work in the Sunday-school 

From about th© sixth grade on, which is the 
age of beginning the study of history in the day- 
schools, the work will center in a period of history 
or in a book of the Bible, and the note-book 
work will be either compiling the historical out- 
lines or making an analysis of the literature. To 
distinguish them these two forms may be called 
historical note-books and literature note-books. 

Scrap-Book Work 

Picture Interpretation 

As soon as the child can write or print he 
should be encouraged to express the idea of the 
lesson pictures. The method is to give the scholar 
a page bearing a picture and ask him to write 
under it a verse from the Bible which the picture 
reminds him of. This assumes that the child 
has fresh in his mind an appropriate verse learned 
in the course of instruction. This would be 
the case where the picture illustrates the golden 
text or a verse memorized in the supplemental 
work. The point is to call forth self-activity 
by leading the child toward the verse through 
thinking about the picture. In cases where the 
available pictures and the memory work do not 
coincide a text may be given to the child to copy, 
but this exercise is of less cultural value. 



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Note-hook Work 71 

Story Interpretation 

The process may be reversed and the child 
may be directed to hunt for pictures which will 
express the thought of the lesson or the memory 
work. The work of a scholar who selected her 
own pictures to illustrate some of the early stories 
of Genesis is shown in the accompanying cut. 
The supply of pictures is unlimited. Besides 
the various reproductions of religious art, one has 
the whole range of nature pictures and photog- 
raphy, not to mention advertisements. To illus- 
trate and to interpret the verse, ''give us this day 
our daily bread," one teacher guided the child 
in the selection of a series of pictures which told 
how God sends his gifts to us. Pictures of a 
sower and a harvest scene together with an adver- 
tisement showing a basket of groceries sent from 
the store and a cut of a loaf of bread were grouped 
about the verse on the double page of the scrap- 
book. 

" Back of the loaf is the snowy flour, 
And back of the flour the mill; 
And back of the mill is the wheat, and the shower, 
And the sun, and the Father's will." 

The same teacher guided the child to express 
the idea of the greatness of self-control. On 
the page of his book the boy pasted cuts of things 



72 Hand-work in the Sunday-school 

whose mastery means power and skill — Si motor 
car, a launch, an engine, a polo pony. All these 
lead up to the verse, 

" He that is slow to anger is better than the mighty, 
And he that ruleth his spirit than he that taketh a city." 

Very valuable work can be done by combining 
this written work with the child's own drawing 
to illustrate the lesson story. For a Christmas 
lesson a child may be told to draw a star, for 
example, and then to write a verse suggested 
by it. For a Thanksgiving Day lesson, fruits, 
grain, or flowers can be drawn. Sometimes 
a thought question connected with the lesson can 
be answered in addition to the writing of a verse. 
In the doing of the work illustrated by the accom- 
panying cut the following directions were given 
the pupil. I. Write the name of the story. 
2. Draw a picture of the hill country which 
Caleb spied out, about which he told the truth, 
and for which he asked Joshua. 3. Write what 
you think it means to be faithful. 4. Write the 
golden text. 

Narrative Work 

The simplest form of story work is the filling 
in of blanks left in a story written by the teacher. 
But very early the child can write something of the 







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Note-hook Work 73 

story told in the class and retold orally. In the 
Primary classes the writing of the story may 
follow the telling of it in the class. This method, 
however, may dim the spiritual impression made 
by the teacher, and in that case the lesson would 
close upon a level lower than the highest. Some 
teachers, therefore, call for the writing of the story 
at the beginning of the following period. It is pref- 
erable for the child to go home directly after the 
climax of the teaching with only the simplest 
possible closing worship to follow the lesson story, 
so that the spiritual uplift may not be weak- 
ened. Physical conditions sometimes prevent 
this. Partitions may be so slight that the exer- 
cises of the different departments interfere with 
each other. In that case writing or drawing or 
other hand-work will be no more of a break than 
other things. Here the head of the department 
must decide what is best. Beyond the eighth year 
the narrative should be written at home. 

From the ninth to about the twelfth years, to 
the history period, the writing of the lesson story 
completed with pictures and decorative work will 
be the norm of note-book work. The narratives 
may be based upon lesson questions. They 
should not overtax the child and they should 
always follow the teaching and discussion of the 



74 Hand-work in the Sunday-school 

lesson to deepen the class impressions. The prep- 
aration of the advance lesson is of a different 
character. 

Historicat Note-book Work 

Narrafi<ve Work in Historical Studies 

With the dawning of the history and geography 
ages in the eleventh or twelfth year, the written 
note-book work will be much enriched and will 
vary greatly in character. The scholar's outlook 
widens with the strengthening of his powers, 
and the work must follow the lead of the child. 
The changes will correspond exactly to the change 
in the lesson study. In the primary grades 
the teaching centers in the story. The story 
stands more or less alone and is treated as a 
separate whole. The method is concrete. As 
the child advances and his horizon widens the 
stories are connected and deepen into narratives 
and the work becomes the study of incidents 
which are seen to belong to a series of events. 
This period in turn shades into the period of 
distinctive historical work, the tracing of the 
development of events with the study of under- 
lying causes. The hand-work will change cor- 
respondingly. Note-book work will broaden in 



Note-hook Work 75 

its scope in proportion as the separate stories 
or incidents studied are to be understood in their 
relation to each other. As the studies become 
increasingly historical in character the note-book 
work will be less a narrative of a lesson and niore 
the means of showing the connection between the 
lessons and of giving the sweep of history. Geog- 
raphy and Bible literature will furnish rich and 
varied material and the note-book work will 
broaden as the mental horizon widens. The 
mere writing of the lesson story will quickly 
become monotonous and mechanical as the child 
emerges from the story age and ordinarily it 
should not be required beyond the seventh grade, 
when the child is about tweleve, nor even then if 
the scholar seems to lose interest. Narrative 
work is of value after this but not for merely 
reproducing the lesson story. When done at all, 
it would have reference, in the main, to the set- 
ting or the parallels. Some one point in the lesson 
might be emphasized or a few sentences might 
be called for to show the agreement or differences 
in the other accounts of the incident where any 
exist. But usually narrative work would have to 
do with a given period and would be the writing 
of a summary or an analysis of the events and 
characteristics of the period. 



76 Hand-work in the Sunday-school 

Historica,t Outlines <Tvith Ma.p Work 

This occasional narrative work would be 
done in connection with the work of building 
up or developing an outline of the history with 
.the aid of historical and political maps. Both 
Old Testament and New Testament history 
can be studied with map work as the basis. The 
note-books would contain maps on which journeys 
or campaigns would be traced or on which the 
events would be located. An event or historical 
map appeals equally to the imagination and the 
memory. It locates incidents in their setting 
and sequence, and is a most effective basis for 
history work. In the appendix maps of the jour- 
neys of Jesus and the Apostles are given together 
with the historical outlines. These can be used 
as a basis for note-book work in those periods. 
The series of political maps of Old Testament 
History, prepared by the author, can be used 
in the same way. An outline of the principal 
events of Old Testament history to accompany 
this series is also printed in the appendix. In 
following any of these lines of work the teacher 
alone will have the printed summary of events. 
The pupil's task is not to copy the outline but 
to learn the important facts through study and 
discussion. 




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Note-hook Work 77 

The historical facts should be developed in 
class study from the Bible and the text-books. 
When the facts are gathered they will be tabulated 
on a page of the note-book in some such form 
as is. shown. But this form is only suggestive 
and originality must be fostered by all possible 
means. In addition to developing an outline 
of the events it would be well to write a summary 
of the characteristics of each period, or to analyze 
the work done, or to describe any distinguishing 
feature in detail. 

Liieraiure Studies %ith Historiccit Work 

Literature descriptive of the incidents studied 
or which express the main truths of the inci- 
dents should be utilized in the note-book work. 
Psalm 24, an anthem for the inauguration of 
Jerusalem, would be incorporated in the study 
of the life of David in connection with the 
story of the bringing of the ark to Jerusalem. 
Psalm 19, which speaks of the law within, 
could be used as a supplement to the study of 
Sinai. 

The most valuable of all exercises for a scholar 
is the reading of given portions of the literature 
with the purpose of selecting the passage which 
best pleases him and best expresses the truth 



78 Hand-work in the Sunday-school 

of the lesson. The process of selection will 
teach him to read appreciatively and thought- 
fully. It will make the passage he selects his 
own in the deepest sense and it will link his hand- 
work — all his work indeed — directly with the 
spiritual aim as nothing else can. Frequent 
selections should be made as the historical out- 
line grows and so the book will become a reference 
book of the history and a collection of the gems 
of the Biblical literature. A verse or a passage 
could be chosen at the end of the study to express 
the dominant idea. The selections need not 
be confined to Scripture. The entire range of 
hymnology is open. The hymn ''Guide me, O 
thou great Jehovah' ' mounted and illumined 
would make a most beautiful and fitting ending 
for a book on the Exodus period. Quotations 
from religious writers also will enrich the work. 
A note-book on Old Testament history has as a 
foreword the following quotation from George 
Adam Smith: ''That which made Israel dis- 
tinct from her kinsfolk, and endowed her alone 
with the solution of the successive problems of 
history and with her high morality, was the knowl- 
edge of a real Being and intercourse with Him." 
On the opposite page to the quotation a cut of 
Millet's Angelus was mounted. 




























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Note-hook Work 79 

bringing the Work to Comptetion 

In making historical note-books it is better 
to divide the work into sections and make each 
book cover a limited period. A book could 
center in a period of history, like the Exodus, 
the Exile and Restoration, the life of Christ, the 
early Apostolic period; or in any one character 
such as Joseph, David or Elijah. In this way 
the scholar will have the stimulus of showing a 
completed product at frequent intervals and the 
interest will be deepened through diversity, for no 
two books will be exactly the same. Pictures, 
drawings, and decorative work will beautify the 
books and will broaden the work. Here, too, 
originality can be shown. The scholars should 
always select their own pictures where there 
are more than one available and should be able 
to tell the reason for the choice. This will focus 
the attention upon the thought which the picture 
expresses. The designing and lettering of title 
pages and headings will give a distinctive character 
to each scholar's work and emulation will stimu- 
late effort. Throughout the process the work 
must be lifted from the dead level of sameness 
and be genuinely expressive. This is entirely 
possible though it be done under the teacher's 
guidance. 



8o Hand-work in the Sunday-school 

Some Typical Note-hooks 

A description of a few typical note-books will 
put the matter more concretely. 

A Syllabus of Old Testament History 

Books have proved of value which consist 
only of the colored maps of Hebrew history, 
with the accompanying outlines and pictures. 
On one double page the map and a picture are 
placed, and on the. next double page, over the 
leaf, the outline of the events and a picture are 
placed. Or the pictures can be omitted and 
the book will then be made by mounting the 
map on a page and on the opposite page writing 
the outline, and so on throughout the series. 
These books are a syllabus of the history and 
will be of value in showing the sweep of events 
and the connection between the incidents in the 
course. 

A Book on the Period of the Exodus 

More distinctive work than this can be done 
and is far preferable. A scholar's book on the 
period of the Exodus contains the following fea- 
tures on successive pages. A title-page lettered in 
color; a table of contents with an illumined head- 
ing; a fertility map of Sinai and Palestine colored 



Note-book Work 8i 

to show the desert and arable regions; a physical 
map of Palestine colored to show elevations; 
a hymn of Hebrew origin, Deut. 32 : 7-12, cut 
from an old Bible and pasted on the page, with 
an illumined heading; an event map of the Exodus, 
the journey being marked in red on a map colored 
to show broadly the national areas of the peoples 
of Canaan, the whole expressing to the eye that 
the journey was a conquest; a hymn of the cross- 
ing, Exod. 15, cut out and pasted with a designed 
heading; a written summary of the events to 
explain the event numbers on the map; a 
hymn of the journey of life, '^ Guide me, O 
thou great Jehovah," written with illuminated 
initial letters and illustrated with pictures. 
Pictures selected by the scholar are mounted on 
the pages opposite the maps and written work 
throughout. This type of work avoids the monot- 
ony of mere narrative work, sustains the interest 
by variety, gives a comprehensive grasp of the 
period as a whole, and furnishes a background 
for detailed class instruction. 

A SytUbas of the Life of Christ 

A book covering the life of Christ follows the 
same general method. Designed and decorated 
title and contents pages begin the work. Eleva- 



82 Hand-work in the Sunday-school 

tion maps of Palestine and of Esdraelon follow. 
A page is given to prophecies concerning Jesus. 
The scholar has selected and copied two or three 
that he likes best. A brief narrative of the prepa- 
ration for the coming of Jesus through Roman 
domination condensed from the text-book follows. 
The body of the book is made by making nine 
journey maps corresponding to the nine generally 
accepted periods of Christ's life. Each of these 
map pages is followed by three pages, one, on 
which is written an outline of the events, another 
giving a brief narrative of the general characteris- 
tics of the period copied from the text-book, and 
another of quotations from the words of Jesus 
spoken during the period, the scholar selecting 
the sayings which appeal to him most. 

Anal:^iic3Lt Character Studies 

Interesting and valuable work has been done 
by two classes of about the fourteenth year. 
The course was on Old Testament biographies 
and the emphasis was laid upon character study. 
Each scholar constructed a book upon the follow- 
ing plan. A general title-page was designed 
which read ''Old Testament Character Studies." 
This was followed by a table of contents giving 
the characters studied, the maps made, and the 






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Note-hook Work 83 

literature quoted. To the study of each character 
was then given four pages — a name page, a map 
page, an event page, and an analysis page. The 
name page gave an opportunity for original work 
in designing. Two of these pages read : Abraham, 
the friend of God; Joseph, the man who rose 
from slavery to a throne. Upon the map the 
journeys taken were traced. Then followed the 
briefest possible written outline of the events. All 
of this would take three or four weeks of work. 
Then followed an analysis of the character, which 
would occupy possibly three or four Sundays. The 
analysis of the character was developed by class 
discussion and was based upon the facts learned 
and recorded in the preliminary work. For each 
character a verse was chosen which seemed to 
express best the main truth of his life. The books 
were completed by the addition of pictures and of 
symbolic drawings. 

Historical Oattines <Tvtth ^Dra<wmgs 

An interesting modification of this type of 
work is the building up of a historical outline 
in connection with symbolic and descriptive 
drawings instead of geography. 

One class constructed a book on the story 
of Joshua by a series of outlines with drawings 



84 Hand-work in the Sunday-school 

to symbolize the incidents. Drawings of the 
pyramids and a Une cut of a slave mounted on 
the page suggested the early days in Egypt. 
The story of desert experiences was represented 
by drawings of a spear and a shield, of tents 
and palm trees. A bunch of grapes suggested 
Kadesh-barnea and a pile of stones the crossing. 
Davis's Life of Christ for Boys' classes is based 
upon this kind of work. The scholar repro- 
duces in his drawing book symbolic drawings 
put on the board by the instructor, or he is encour- 
aged to make his own. Drawings for each 
lesson are given in the teacher's book. 

A Story of ^a.^id 

All these books are based upon outline and 
analytic work. Narrative work may be done 
by way of variety provided it be neither mechani- 
cal nor carried on too long. I have before me 
a story of David told in five chapters. The narra- 
tives were based upon questions which guided the 
scholar in his writing. Pictures and maps com- 
plete and connect the work. 

Class NsLrraivve Books 

Appeal has frequently been made to the social 
element by making the class the unit of work. 
The class writes a history of a given period, each 




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Note-hook Work 85 

scholar in turn contributing a chapter. Dr. 
Forbush has followed this plan, in addition to 
individual books, in his travel lessons. He 
may be permitted to describe the work himself. 
''The boys approach the men of the Bible by 
a method as near as possible to that by which 
the German schools study the national heroes 
of Germany. By means of stereographs they 
make a journey to Palestine, following the events 
of each life by journeys from place to place in 
which those events occurred. They are shown 
by a specially keyed map where they are to stand 
by means of the stereographs and the exact 
territory over which they are to look. There are 
two or three unique class tasks which form an 
important addition to the instruction and interest. 
These consist of two large blank books, entitled 
'Our Boys' Story of the Old Testament Heroes' 
and of ' The Life of Jesus' and a ' Diary of Our 
Journey through the Old Testament (or New 
Testament) Countries.' One is intended to 
contain the events of each lesson told in the 
scholar's own fashion, and the other, descriptions 
of what the boys really see for themselves in the 
form of a diary of travel, to be composed chapter 
by chapter by different members of the class in 
turn." 



86 Hand-work in the Sunday-school 

Literature Note-book Work 
' Note-book work based upon the literature will 
be a very effective aid to the study of any Bible 
book. This will differ from historical study 
in that the emphasis is placed upon the point 
of view and the characteristics of the particular 
writer and not so much upon the sweep of 
events. In the older classes training in induc- 
tive methods of study can be given through 
the note-book work. The note-books will serve 
a double purpose; they will indicate the line of 
work to be followed, and, when completed, they will 
be a key to the book. The following general sug- 
gestions will apply to work in any of the Gospels: 
I. A title-page will be designed. Matthew and 
Mark give the titles of their books in the first 
verses. 2. The design of the book may be 
given. Luke states his purpose in the opening 
verses and the purpose of John is given in ch. 20 : 
30-31. 3. A table of contents will follow. 
This may be done by chapters. Each scholar 
must do it for himself though the instructor may 
suggest forms of expression and will aid in 
condensation. This exercise will acquaint the 
class with the subject-matter and the interest 
will be aroused frequently by discovering the 
setting of stories made familiar by earlier study. 



Note-book Work 87 

4. The next series of tasks will be the analysis 
or grouping of the subject-matter. This may 
be simple or elaborate according to ages and 
circumstances. Work must never be pressed 
to the point of weariness or monotony. Some 
or all of the following tasks, however, may easily 
be done. The characters can be named. If 
Jesus held any conversations with any of those 
named let the subject be mentioned. If any 
one of them said anything worthy of special 
mention, such as Peter's confession, record can be 
made of it. Of greater value still is the recording 
of the subjects and the occasion of the discourses 
of Jesus. In doing this the pupil should select 
and memorize the most significant saying of 
Jesus. Other tasks would be to name the miracles 
and parables or such as are peculiar to this 
Gospel, or to give the localities of the principal 
events. In the synoptists the Lake of Galilee is the 
center, in the fourth Gospel, Jerusalem. 5. The 
work would be fittingly completed by an estimate 
or an appreciation of the book studied. The 
scholar may give his favorite chapter, or write 
his favorite verse in each chapter, or name his 
favorite character telling why he selects that one. 
To crown all a few sentences could state the 
particular view of Christ given by this writer. 



7 
Decorative Work 

Decorative work is not an integral part of the 
lesson tasks but is of value in giving tone and 
character to the written work and in relieving it 
of monotony. It is analogous to providing a 
setting for a cut stone. Though a type by itself, 
it will always be used in connection with scrap- 
book or note-book work to beautify the completed 
product. The work consists of fancy lettering, 
tinting pictures, illuminating borders and initial 
letters in color, and designing. By encouraging 
originality in selecting the materials and in coloring 
and designing this work also may be truly expres- 
sive. 

An interesting special form of this work is 
shown in the cut of an illustrated hymn. The 
work is purely voluntary and is done in addition 
to that required in connection with the regular 
class work. It is extended over a long period of 
time and is done in the social gatherings of the 
class with the teacher. The scholars select the 
hymns to be illustrated and the pictures to be used 
in the work. The instructor does nothing until 
they have done all they can for themselves. 
The work quickens the interest and focuses the 
attention upon the thought of the hymn. The 

88 



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Decorative Work 89 

spirit of the music and the truth of the words enter 
in turn into the consciousness of the child and 
become part of his spiritual heritage forever. 

This elaborate work is of distinctively special 
character. Ordinarily, decorative work would be 
limited to the simpler forms mentioned. The 
main value of this type is its indirect result. It 
spurs the pupil to do other and more important 
work, and so it earns its right to a place among 
the Sunday-school tasks. So long as it be not 
trivial a trifle is of value. No task is trivial into 
which a scholar throws himself with enthusiasm. 
In Sunday-school work we are aiming not for a 
product but for power. Our purpose is not to 
make a map or a book, but a boy. But the 
method of making a boy is God's method of 
making a world, setting him to the task of self- 
making. Professor F. M. McMurry says: ''We 
are growing more and more inclined to accept 
an interested attitude of mind as the largest im- 
mediate end to work for." This is precisely what 
decorative work will accomplish. A bit of color 
work which requires thought, like the designing 
of a title-page, or even the illuminating of an 
initial letter, will arouse almost any indifferent 
scholar and will go far toward securing the com- 
pletion of the lesson tasks. 



8 

Practical Problems 

The main problems connected with the intro- 
duction of manual methods are those of teacher 
training, the time element, expense, and space. 

The Problem of Teacher Training 

The lack of adequately equipped teachers is 
the weakness of the Sunday-school movement. 
But the arousing of a sense of need is the first 
step toward meeting the need. The new edu- 
cational movement within the church, by the 
very law of compensation, is tending to create 
the supply it demands. It is setting before the 
Sunday-school teachers a standard and an objec- 
tive, and that is the secret of growth, in every 
realm. No teacher should be content till he 
has trained his powers to the best of his ability. 
But no one need be disheartened who is doing 
his work the best he can with mind and heart 
open and alert. A teacher's efficiency is com- 
pounded of two elements, technical training and 
personality. The atmosphere one creates counts 
for more by far than the ^'things done" upon 
which Browning pours such scorn. Mark Hop- 
90 



Practical Problems 91 

kins on one end of a log and a boy on the other, 
after all, would make a college. For when all 
is said, the man and the boy are the chief factors 
in the problem. Nevertheless, both man and 
boy would do better work in a laboratory. Per- 
sonality is not the only element in efficiency. 
A good teacher by nature will be a better teacher 
with a better method. The good has been the 
enemy of the best too long in the Sunday-school 
world. 

Learning hy ^oing 

Every teacher can easily grasp the funda- 
mental principles involved in the introduction 
of manual methods and can readily perfect him- 
self along the essential lines of work. The 
things to be done are neither intricate nor diffi- 
cult. Elaborateness of work and artistic per- 
fection are by no means the ends to be sought. 
All that is required is some form of activity that 
will express the facts and the truths to be mastered, 
work sufficiently simple and definite to exercise 
the pupil's powers and sufficiently difficult to 
command his respect without dispiriting him. 
Happily, there is general concurrence among 
students of the problem regarding the things 
to be done, which are at once of cultural value 



92 Hand-work in the Sunday-school 

and of interest to the scholar. The work sug- 
gested in these pages is being carried out under 
the limitations of the average Sunday-school 
conditions and is within the reach of any teacher 
of average ability. Expressed again in the 
simplest possible terms there are but three kinds 
of things that a scholar would be asked to do; 
he can locate the events by some form of map 
work, he can illustrate the details by some form 
of picturing work, and he can record the facts 
and impressions. All of this is summed up 
in note-book work. Each teacher can make a 
beginning somewhere and do what he can. To 
fit himself to lead the class he must obey the 
fundamental principle expressed at the outset 
of this discussion and learn by doing. But 
this for his comfort, — by doing the work he will 
learn. In each stage of study, then, let the teacher 
do the work or make the book he demands of 
the class. That will serve the double purpose 
of clarifying his own ideas and of presenting 
an objective to the scholars. As concerns the 
technique many children are familiar with all 
these forms of work through their day-school 
studies. One of the great advantages of the 
introduction of these methods is that it correlates 
the Sunday-school with the other segments of 



Practical Problems 93 

the child's educational Ufe. Both interests 
and efficiency are conserved by making the day- 
schools our allies. 

Wanted: Two Ne<zv Officers 

The introduction of educational methods, 
with the consequent emphasis upon the matter 
of teacher-training, is demanding the creation 
of a new officer in the school, that of supervisor 
of educational work. This has been put to the 
test in many schools. The superintendent is 
thus relieved of work for which he may lack 
training and fitness. The general administration 
of the school and the conduct of its worship make 
demands enough upon the time and energies 
of the superintendent and it would be greatly 
to his relief to commit to one who is trained for 
the task the details of the educational work. 
There are in every congregation school teachers 
who would count it a privilege to train the teachers 
and exercise a general oversight over the teaching 
work. The adoption of an educational ideal 
will give dignity to the school and will attract 
those who desire to see serious work done. The 
pastor of the church in some instances would 
be eminently the one to undertake this duty. 
He could find no more joyous or fruitful work. 



94 Hand-work in the Sunday-school 

The supervisor would conduct the teachers' 
conferences, preferably by grades, guide the 
teachers in courses of reading and study, and 
could also teach a normal class for the training 
of future teachers. A part of the normal class 
study would be practice in these methods. Under 
the supervisor, there could be a director of hand- 
work, at least until such a time as the teachers 
are fitted to carry out the methods themselves. 
The director of hand-work could give all of the 
geographical instruction and could aid the 
teachers along other lines. In a large school 
a director of hand-work could be appointed 
for each department. The teachers will quickly 
learn and will depend less and less upon the 
director. He will always be needed, however, 
to train and guide new teachers, and to assist 
all in the expeditious handling of the work. 
Many scholars need personal guidance. By 
this plan teachers and classes together are under 
the direction of those who have studied the 
methods, the school is providing for its own 
perpetuation by training up teachers and officers 
from its own ranks, and the work is unified. 



Practical Problems 95 

The Time Problem 
The time problem presents itself in several 
phases. It is indeed another sign of promise 
that there is any time problem at all. The lack 
of time has not always been the cry. How to 
occupy the pitifully few minutes given to Bible 
study has been the plaint of not a few. It will 
be a valuable by-product of these methods of 
work if the lesson period can be extended with- 
out loss of interest. The problem is compHcated 
by a supposed necessity of doing some form of 
hand- work and then teaching the ''regular" 
lesson. Wherever in the line of systematic work 
any task needs the entire period, for example, 
the broadly introductory form of geography 
work in sand or color to give the background 
of the events, the period should be given. The 
very first reform in the matter of Sunday-school 
lessons should be the emancipation of the teacher 
from the tyranny of the date line. On that day 
the physical geography with its wonderful truth 
of God's providence is the lesson. Time is 
not lost when spent in making the meaning 
of the work clear. The object in teaching is 
not to cover so many pages of a book but to 
master certain facts. Neither is time lost when 
spent in laying a thorough foundation for future 



96 Hand-work in the Sunday-school 

work. Introductory geographical work is of 
this nature. Entire periods taken for this study 
will give a permanent equipment to the scholar 
for all of his historical study. Thoroughly 
done at the beginning, no further time need be 
given to that work during the year. But one 
or two physical maps in color are needed in a 
long course of historical study. 

Wa^s of Salting Time 

The preparation of materials need not and 
must not be an element in the problem. The 
director of hand-work and the teachers should 
see that all the supplies are provided and in 
place before the school session. Monitors can 
be appointed from among the boys' classes to 
assist. Boys of twelve or thirteen will be gladly 
wilHng to perform these tasks. The appoint- 
ment may be a reward of merit and the monitors 
may serve for a limited period. Either the 
librarian or the director of hand-work will be 
the custodian of the materials. The school 
will supply the paper, crayons, pencils, pens, 
paste, maps, and whatever may be needed in 
the work. They must be provided in sufficient 
quantities and must be arranged in boxes to 
avoid confusion. The set of crayons used 




o 
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Practical Problems 97 

in map coloring may be put in a small china 
jar or a small box with the printed color scheme 
pasted on the outside, one for each scholar at 
work. The monitors will arrange the sand-tables 
and the desks for writing, and will distribute 
and collect the material. The monitor system 
multiplies the opportunities for interesting boys 
at the restless, active age. If the boys appointed 
are not too old the work without exception will 
be done regularly and well 

Home Work 

Furthermore, most of the work suggested in 
this discussion is home-work and much of it 
is optional. It therefore does not complicate 
the problem. The only work that belongs to 
the school session is that which is connected 
with the development of the lesson. This is 
true of the regular geography work as that lays 
the foundation for the history, and in some 
phases of it is in itself the method of unfolding 
the facts. The work of the youngest grades is 
a means of expressing the lesson and is a part 
of the lesson. All narrative work, except some 
in the primary grades, and all decorative and 
constructive work is done outside the class 
session. In compiling historical outlines for 
7 



98 Hand-work in the Sunday-school 

note-book work notes will be taken as the facts 
are developed in class, but writing them in their 
final form is done at home. So also is the mount- 
ing of pictures, writing quotations, title-pages, 
and all the work of perfecting the books. This 
kind of work can be done best by bringing the 
class together at the church or the teacher's 
home for the purpose. 

The Expense Problem 

The expense problem need not be serious, and 
it certainly is not beyond solution anywhere. 

The equipment may be elaborate or exceedingly 
simple. There may be folding tables and expen- 
sive wall maps and there may be none of these 
things at all. Any tray so constructed that it will 
not warp nor leak will answer for a sand-table. 
The Hodge wall maps outlined for coloring 
are only thirty-five cents each. The coloring 
will provide work for classes meeting in club 
session. When colored and mounted they will 
be absolutely accurate guides for relief work 
on the maps of Palestine or of Esdraelon. All 
the outline maps used in historical geography 
work are published at sixty-five cents a hundred. 
Crayons are ten cents a box. Pictures for mount- 
ing are a cent each. Some are half a cent each. 



Practical Problems 99 

The books are preferably made of loose leaves. 
The paper when bought by the ream at a printer's 
is inexpensive. The monitors can perforate it with 
a hand pimch. Covers can be made of rough 
wall or cartridge paper or cover paper and 
they can be fastened with paper fasteners or 
raffia. 

It is by no means necessary to provide a set 
of crayons, pens or pencils for each scholar. 
Only a few are doing exactly the same kind of 
work at the same time. It is the experience of 
the writer that sets of crayons and writing materials 
for about one-quarter of the scholars is sufficient. 

The Space Problem 

The space problem is not a serious one. 
Some room can be found or made for all the 
work that may be required. Screens and curtains 
will accomplish much and galleries and base- 
ments may be put to effective use. It is advis- 
able to set apart a geographical room where 
that kind of work can be done by the classes in 
rotation. The room would contain the sand- 
tables, tables for color work and the various 
wall and relief maps to guide the pupils in their 
work. This room could be in the basement of 
the church, or galleries could easily be utilized. 



loo Hand-work in the Sunday-school 

Desks can be made by putting hinged legs under 
one edge of a wide board and cleats along the 
same side on the opposite edge so that the board 
would rest on the back of a pew with the legs on 
the seat. The scholars sitting in the seat behind 
would have a desk before them. The legs are 
hinged for convenience in stowing away when 
not in use. In the First Union Presbyterian 
Church in New York, where these methods have 
long been carried out successfully, the galleries 
are the only places available; yet all forms of 
hand-work are done with entire ease. On either 
end of the rear organ gallery sand-tables are placed. 
They have covers and are moved out of the way 
during church worship. The board desks are 
placed around the entire length of the side 
galleries and are removed by the monitors after 
the school session. Folding tables hexagonal 
in shape may be secured for class purposes very 
reasonably. Where there is a basement or other 
rooms, the tables used for social gatherings can 
be utilized for desks. When none of these things 
are within reach, there still remains a possibility. 
Binders' boards can be secured at any book 
bindery for about twenty-five cents each, suffi- 
ciently large and smooth and rigid for writing 
or color work. One end can rest on the scholar's 



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Practical Problems loi 

lap and the other on the back of a chair or a 
pew in front of him. The ideal arrangement is 
for each class of the main school to have its own 
room, table, and equipment. But the ideal is 
far removed from the average school. Neverthe- 
less, ingenuity can discover many ways of segre- 
gation. A judicious use of curtains will make 
many class rooms. At least some comers can 
be screened for sand-table work without disturb- 
ing other classes. A nook, a comer, a gallery, 
a vestibule — several of them very likely — some- 
where await discovery and preemption. No 
small part of the satisfaction for an earnest 
worker is the conquering of obstacles, and no 
slight service will be rendered other and weaker 
schools by the example of an enthusiastic and 
ingenious meeting of difficulties. 



9 

Hand-work and the Social Aim 

The Class a. Social Unit 

The unity of life is the unity of an orchestra or 
a cathedral, each tone and stone having a beauty 
all its own and yet having no meaning apart 
from the rest. Harmony and symmetry are 
the blending of many into one. 

From the law of unity the period of youth 
is not exempt and the Sunday-school to be effective 
must be an organism rather than an organization. 
By all possible means the communal spirit and 
the sense of solidarity must be fostered. Each 
class and each scholar is a unit in the community 
and must contribute to the common life. Class 
and department organization, missionary and 
philanthropic activities, and all methods for 
deepening an enthusiasm for the school are 
means to this end. The means of developing a 
social and altruistic spirit are multiplied by the 
introduction of hand-work. 

Group Work 

Some lines of work lend themselves readily 
to group work and so utilize the gang instinct. 

I02 



Hand-work and the Social Aim 103 

No small part of our general information has 
come through study and reading induced by 
club or other social ties and obligations. Dewey 
says : *' I believe that the only true education comes 
through the stimulation of the child's powers by 
the demands of the social situations in which he 
finds himself." The class as a social unit is 
always in existence. It is a class between the 
lessons as well as on Sundays. There are happily 
many forms of work which will link the club life 
of the class directly with the educational work. 

Some of the individual work can be done in 
club session. All forms of decorative and de- 
signing work, mounting the pictures, assembling 
the completed note-books, constructing models 
and the like can be done when the class meets 
as a club at the church or at each other's homes. 
An afternoon or an evening a month could fit- 
tingly be given to such work. The enthusiasm 
of numbers and the spirit of emulation will at 
once raise the standard of the Sunday work. 

Some forms of activity are distinctively group 
work. Making the class the unit of work spurs 
the individual to better effort, and deepens the 
sense of loyalty and of mutual obligation. In 
the chapter on note-book work allusion was made 
to composite or class books to which each scholar 



I04 Hand-work in the Sunday-school 

contributes something distinctive, a chapter, 
a map, or a diagram. The value of such a book 
is secondary but under some circumstances very 
real. Not infrequently it is the only work a 
class can be aroused to do, and that is a first step 
toward fuller individual work. If it can be con- 
structed to serve a useful end, to be, for example, 
a book of reference, it is entirely legitimate. 
More elaborate forms of geography work, like 
the making of wall maps, or modeling in re- 
lief with either sand or clay give opportunities 
for group work. In sand-map modehng appeal 
can always be made to the group spirit. Some 
can criticize while others work, or the map area 
can be divided into sections for the perfecting 
of details. 

The Sociat Value of Work 

In many instances the completed products 
of both individual and group work will be of 
use to the entire school and so education and 
service will be visibly conjoined. It is of the 
deepest moral significance to show that one 
works for others and for himself at the same 
time. The social value of all real effort is a 
basal truth of life, but we are late in grasping 
it because it is so distinctly a spiritual conception. 



Handiwork and the Social Aim 105 

The truth is almost forbiddingly abstract in its 
higher reach. It is as beautiful as a crystal but as 
cold. It will translate the abstract at once into 
the concrete, will fire the imagination, and will 
infuse the ethical element into all the work to 
set a task which is manifestly of both cultural 
and altruistic value. There are several tasks 
which are intrinsically of such value, and it is 
a testimony to the depth of the inner life of the 
older scholars that they can and do discern the 
higher values. They will respond to the motive 
of service when no other will move them. They 
will do work which will be of use to the school 
when they will be in no slightest degree interested 
in undertaking it for themselves. If in the 
rendering a service to others knowledge is gained 
its value is not lessened because it is a by-product. 
The best things in life are by-products of service 
for others, happiness and character for instance. 

Extending the Scope of the Library 

The department which will show, possibly, 
the greatest change by reason of the introduction 
of manual methods of instruction is the library. 
It will greatly benefit the school to enlarge the 
scope of the library to include a geography room 
and a museum. Guide maps of many kinds and 



io6 Hand-work in the Sunday-school 

subjects will be needed to direct and expedite 
the work of the classes. A collection of pictures, 
specimens, objects and models to illustrate biblical 
times and customs will be of great value. An 
exhibit of types of work showing what the scholars 
have done could be added. In this exhibit 
the best work could be placed from time to time. 
The whole would be a stimulus to the scholars 
and a valuable guide for the teachers. The 
exhibit could be loaned to other schools and so 
the sphere of service would be widened. Most 
of these things can be constructed by the scholars 
themselves. Some will be made in the regular 
course of work. Others can be produced as 
special work of clubs and classes. 

A GeogrsLph^ Room 

A fully equipped geography room would con- 
tain a set of relief maps for directing the work 
on the sand -table; sets of journey and event and 
color maps to guide the scholars' work in the 
history courses; and wall maps for general refer- 
ence, mounted on portable standards so that 
they can be carried to the different rooms and 
classes. The wall maps should include maps 
of mission countries and stations in which the 
school and church are interested. 



Hand-work and the Social Aim 107 

All of the relief maps needed can be purchased. 
But what is more to the point, they can all be 
made by the scholars themselves. Somewhere 
in the school some one can be found to do the 
finer modeling required and the broader work 
is entirely within the reach of any of the older 
classes or clubs. I have in my study relief maps, 
done in plasticine, of the environs of Jerusalem, 
of the Plain of Esdraelon, and of Sinai and 
Palestine. These three maps were made by six 
members of a boys' Bible Class. They are the 
product of three months of work. Work of 
another character was done at the same time by 
the other members of the class. They met every 
week in club session and devoted half the time 
to the manual work. The map of Jerusalem 
was modeled after making a drawing of a relief 
map in a museum and after studying step by 
step stereographs and the contour map of the 
Bailey series. A cut showing the use of this map 
as a guide faces page 13. The map of Sinai 
was based upon the map in Hastings Dictionary. 
Palestine and Esdraelon were easily modeled by 
following the contour maps. The boys who 
formed this group are nearly all members of the 
church now and two of them are officers in the 
Simday-school for which they worked so well. 



io8 Hand-work in the Sunday-school 

It will be helpful in directing the scholars 
and in saving time to have copies of color and 
journey maps to use if need arises. It is neces- 
sary to have key maps for guides in contour work. 
Several sets of guide maps for the history courses 
could be used to advantage. The journey maps 
which are shown in the appendix of this volume 
can be enlarged for class reference. 

Existing wall maps for geographical and mis- 
sionary study can easily be copied in outline and 
such details as may be desired can be added. 
Some very attractive maps of absolute accuracy 
were made by a camera club connected with 
one Sunday-school. Lantern slides were made 
and from the projected map enlarged upon a 
screen outlines were drawn, and the maps were 
perfected in detail. One was a map of the 
United States on which Whitman's ride was 
traced for use in a missionary meeting. Along 
geographical lines for historical and missionary 
study the fields for the outlet of young people's 
energies on behalf of the school and church are 
practically unlimited. 

c4 Bible Museum 

A Bible museum is of only less importance. 
The Bible is a history of oriental peoples whose 





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A Sunday-school Museum 

Showing models and samples of scholars' work 



Hand-work and the Social Aim 109 

manner of life differs widely from our own and 
in seeking to bring the Bible story vividly to the 
mind of the scholar nothing can be of greater 
value than specimens and models to show the life 
and customs of the men of the Bible. The use of 
models in class instruction has been treated in the 
chapter on illustrative work. The making of mod- 
els is of secondary importance. The impression 
sought usually will be conveyed by observing and 
handling them. Where the making of an object will 
arouse the enthusiasm and direct the energies of 
any scholars at the age when the constructive and 
collecting interests are dominant, the work if not 
carried to excess is legitimate. Here, too, educa- 
tional principles demand that we follow the lead 
of the child, and there are some scholars whose 
bent is along the line of mechanical work who 
will be greatly helped by such work, doubly 
helped if an altruistic purpose inspires the work. 
Even if models be constructed, the originals must 
be in the museum. The scholar's own work 
can be placed in the school exhibit and only the 
work of special merit or utility be added to the 
museum. In some instances work of value 
and of beauty has been produced by scholars, 
like burnt-wood houses and maps. 
Valuable work of a specific character has been 



no Hand-work in the Sunday-school 

done by older classes of an Intermediate Depart- 
ment which corresponds to the High School 
grades. Classes in turn selected and illumined 
a quotation which could serve as a motto or a 
memory selection for a given period. The 
selections were made from general and religious 
literature and demanded research. Some of the 
quotations were aphorisms, others were verses 
or parts of paragraphs. The following were 
among the selections chosen. 

" Punishment by sin, not for sin." 

" Time wasted is existence, used is life." 

*' Couldst thou in vision see 

Thyself the man God meant, 
Thou never more wouldst be 
The man thou art — content." 



10 

Hand-work and the Spiritual Aim 

The supreme aim of rehgious instruction is 
spirituaUty. SpirituaUty is contact with the 
unseen, higher world. However much it must 
manifest itself in righteousness, the religious 
Hfe is at the heart of it an otherworldhness. 
It is one of the great conceptions of life which 
somehow elude analysis and absolutely defy 
definition, like sunlight, spring water, friend- 
ship, home. Nevertheless spirituaHty is intensely 
practical. The end of the teaching process is a 
symmetrically developed moral nature. Yet 
between the end and the point of departure is 
a long series of processes which deal with very 
material facts and forces. If the end of the learn- 
ing process be a moral impulse, the means to 
that end is a vivid perception of the facts. It 
has been very well said: "If the moral impression 
lies in the fringe of consciousness the facts must 
lie in the focus of consciousness.'' 

What is Spirttuat Teaching? 

A question which constantly arises is whether 
the emphasis upon activities and upon the exter- 



112 Hand-work in the Sunday-school 

nalities, like history and geography, will obscure 
the spiritual end. Beyond doubt the spiritual 
aim may be lost in the handling of materials. 
It also may be lost in other ways, in the handling 
of words for instance. Spirituality is the crys- 
tallizing of appropriate religious truth into life. 
Appropriate, for truth is both relative and abso- 
lute. The phases of truth upon which the ictus 
is laid will deepen and differ as the drama of 
youth unfolds in the periods of development. 
Spiritual teaching is the implanting of a spirit. 
It is aiding the scholar to solve his moral 
problems — his own problems, not his teacher's 
nor his grandfather's. The word spiritual does 
not refer to the subject taught, but to the object 
to be gained. The thing we teach is life, power, 
liberty. The things with which we teach — words, 
pictures, printer's ink, maps, crayons, sand piles, 
or what not — ^are all so many symbols of truth, 
symbols and nothing more, and no one of these 
things is more sacred than another. The hand- 
ling of crayons in color work to make vivid the 
swift and terrible fall of Israel when the moral 
law had been forgotten is not one whit the less 
a spiritual exercise than the handling of propo- 
sitions alone to impress the same idea. The 
sentence " Jesus died for you " may or may not 



Hand-work and the Spiritual Aim 113 

be a vehicle of spiritual truth. It all depends 
on how it is used, and when, and where. Not 
otherwise the spiritual validity of hand-work 
is entirely a question of method. The point 
to be insisted on is that the spiritual element in 
teaching is neither less nor more than the arous- 
ing of a moral impulse. It consists in so pre- 
senting a fact as to spur the scholar to reproduce 
that fact in his own life, and all lines of approach 
to the will, all methods of impression, all forms 
of expression, are equally valid. Hand-work 
at certain ages is the best possible method of 
presenting the facts. It must never be forgotten, 
of course, that presentation is only introductory 
to the interpretation of the facts, and at every 
step the spiritual significance should be made 
clear. But the spiritual meaning is not something 
added to the truth. It pervades every act. The 
moral significance is not something to be tacked 
on to the story or the event. It is the very soul 
of the story, and to the degree that it is tacked 
on it is lost. 

The Spiritual Sianific3,nce of Common Tasks 

Furthermore, manual methods of instruction 
create a moral environment. A child learns 
through his experiences, and some of the funda- 



114 Hand-work in the Sunday-school 

mental moral lessons are gleaned simply by doing 
faithfully the required tasks. As a scholar gives 
of himself to his tasks, constantly and uncon- 
sciously faculties and character are being molded 
by the principles underlying his work. Habits 
of order, regularity, concentration, obedience, 
and, besides all this, love of the study are engen- 
dered by summoning the pupil to a definite and 
attractive task. It is no small gain to make the 
Sunday-school a place of real work and so to 
give it the same dignity and reality that the day- 
schools possess. Hand-work is no mere device 
for keeping restless scholars busy or for amusing 
them. A boy's tool-chest and garden or a man's 
test-tube and pencil speak of interests that go 
beyond amusement. They are the symbols of 
soul activities. Hand-work must be genuinely 
expressive to justify its existence. But this 
condition fulfilled, it becomes an integral part 
of the educational process. Educational tasks 
are upon the same plane, exactly, as music or 
other forms of worship. All are expressive 
activities. Music and intellectual tasks alike 
may be wrongly used and, if so, the wrong environ- 
ment is created. But that is an indictment of 
the teacher, not of the hymn-book or note-book. 
Again, opportunities for genuine service are 



Hand-work and the Spiritual Aim 115 

given by these methods. In no exercise of the 
school will the power of example tell more effec- 
tively. Older scholars can do work for the school 
and for other schools. 

Spirituality is no mere emotion. While divine 
in its nature and origin, in its application it is 
profoundly ethical. It has to do with the imme- 
diate need, the present duty, the moment's chal- 
lenge. Wherein educational methods will inspire 
any real effort for work's sake, will strengthen 
habits of diligence and faithfulness, will lead to 
any service, however slight, they will abundantly 
justify their use in telling of the Teacher who saw 
so clearly the spiritual significance of common 
tasks that he could say, *'he that is faithful in 
a very little is faithful also in much." 



Appendix 



APPENDIX A 



The Journeys and Principal Events in the 

Life of Jesus Based Upon the Harmony 

of Stevens and Burton 

PART I 

The Thirty Years of Private Life 

1. From Nazareth to Bethlehem 

The journey of Mary and Joseph 
The birth of Jesus 

2. To Jerusalem 

The presentation 

3. To Bethlehem 

The visit of the Magi 

4. To Egypt 

5. To Nazareth 

6. To Jerusalem and return to Nazareth 

Jesus in the Temple 

Boyhood and young manhood at Nazareth 



ii8 



PALESTINE 

IN THE 
TIMe OF CHRIST 



^^ 



se«u.or Mius 



> 

c 

> 

2 



o 



/.- 



119 



PART II 
The Opening Events 

1. From Nazareth to Bethabara 

The baptism 

2. To the Wilderness 

The temptation 

3. To Bethabara 

The testimony of John, the first disciples 

4. To Cana 

The first miracle 



I20 



PALESTINE 

IN THE 
TIME OF CHRIST 

scAiff or itais 




121 



PART III 
The Early Judean Ministry 

1. From Cana to Capemaiun 

2. To Jerusalem 

The cleansing of the Temple 
The conversation with Nicodemus 
Preaching in Judea 

3. To Sychar 

The conversation with the woman of Samaria 

4. To Galilee 



122 



PALESTINE 

IN THE 
TIME OF CHRIST 



9CH» Of mics 



W 




PART IV 
The Galilean Ministry, First Period 

1. At Cana 

The healing of the nobleman's son 

2. To Nazareth 

The first rejection 

3. To Capernaum 

The call of the four disciples 
A day of miracles 

4. The First Preaching Tour 

A leper healed 

5. To Capernaum 

The healing of the paral3rtic 
The call of Matthew 

6. To Jerusalem 

The healing at the Pool of Bethesda 

7. Return to Galilee 

The Sabbath question on the way 

124 



PALESTINE 

IN THE 
TIME OF CHRIST 

SCALC or WILIS 
» f ■» .5 Xp Xf 




125 



PART V 
The Galilean Ministry, Second Period 

1. At the Mount of Beatitudes 

The twelve chosen 

The Sermon on the Mount 

2. To Capernaum 

The healing of the centurion's servant 

3. The Second Preaching Tour 

The widow's son restored 
The messengers from John 
The feast in th^ house of Simon 

4. To Capernaum 

The parables by the sea 

5. To Kersa 

The stilling of the tempest 
The healing of the demoniacs 

6. To Capernaum 

Four miracles 

7. The Third Preaching Tour 

The second rejection at Nazareth 
The mission of the twelve 
The death of John 

8. To the Lakeside and Capernaum 

Feeding the 5000 
Walking on the sea 
The crisis in Capernaum 

126 



PALESTINE 

IN THE 
TIME OF CHRIST 



SCAU 0> MILCS 



if^lF" 




127 



PART VI 
The Galilean Ministry, Third Period 

1. From Capematim to Phoenicia 

The heathen woman's daughter healed 

2. To Decapolis 

A stammerer and many sick healed 
The feeding of the 4000 

3. To Dalmanutha 

A sign demanded 

4. To Bethsaida Julius 

A blind man healed 

5. To Caesarea Philippi 

Peter's confession 

6. To Mt. Hermon 

The transfiguration 

The demoniac boy healed 

7. To Capernaum 

The shekel in the fish's mouth 
The child in the midst 

8. To Jerusalem 

At the Feast of Tabernacles 

9. Return to Capernaum 

128 



PALESTINE 

IN THE 
TIME OF CHRIST 



SCALC or Maes 



129 



PART VII 

The Perean Ministry 

1. The Final Departure From Galilee 

The mission of the seventy 

The Good Samaritan 

Rejected by the Samaritans* village 

2. To Bethany 

A visit to Mary and Martha 

3. To Jerusalem 

The healing of the man born blind 
The Good Shepherd 
The Feast of Dedication 

4. Through Perea 

Teaching and healing 
The parables of Luke 15 

5. To Bethany 

The raising of Lazarus 

6. The Withdrawal to Ephraim 

7. Through Samaria, Galilee, and Perea 

The ten lepers 

The Pharisee and the Publican 

Blessing the children 

The rich young ruler 

8. To Jericho 

Two blind men healed 
The visit to Zacchaeus 

9. To Bethany 

The anointing by Mary 

130 







PALESTINE 

IN THE 
TIME OF CHRIST 

SCAU or-ftlLES 



N^ 6 V R I A 



131 



PART VIII 
The Closing Week 

1. To the Temple and Return from Bethany 

(Sunday) the triumphal entry 

2. The Same 

(Monday) the withering of the fig-tree 
The cleansing of the Temple 

3. The same 

(Tuesday) contests with the rulers 
The widow's offering 
Discourses concerning the end 

4. To the Supper Room from Bethany 

(Thursday) the last supper 
Farewell words and prayer 

5. To Gethsemane 

The betrayal and arrest 

6. To the house of Annas 

7. To the house of Caiaphas 

8. To the Sanhedrin 

9. To the Palace of Pilate 

10. To the Palace of Herod 

11. To the Palace of Pilate 

12. To Calvary 

132 




133 



PART IX 
The Appearances of the Forty Days 

li 2. At Jerusalem 

To Mary 

To the women 

3. On. the Emmaus Road 

To two 

4, 5, 6. At Jerusalem 

To Peter 
To ten 
To eleven 

7. On the Lake Side 

To seven 

8. On a Mountain in Galilee 

The great commission 

9. At Jerusalem 

To James 

10. Near Bethany 
The ascension 

134 



APPENDIX B 



The Journeys and Principal Events of 
Apostolic History 

Philip's Journey 

(Acts 8) 

1. From Jerusalem to Samaria 

Driven from Jerusalem by persecution 
Established a church at Samaria 

2. Toward Gaza 

The conversion of the Ethiopian 

3. To Azotus 

4. To Caesarea 

Through the cities of the Maritime Plain 
Prepared the way for the establishing of churches in 
Lydda, Joppa, and Caesarea 



136 





The Provinces 



OF 



Syria AND Palestine 



_52 Si ? 

SCALC OF Macs 



137 



Saul's Journey 

(Acts 9) 

1. From Jerusalem to Damascus 

Conversion by the way 

2. To Arabia 

In retirement for three years 

3. Return to Damascus 

Preached in the Synagogue 

4. To Jerusalem 

Distrusted at first 

Commended to the Church by Barnabas 

5. To Tarsus 

In retirement for three or four years 



138 




i The Provinces 

OF 

Syria AND Palestine 

O 2S 50 75 

\ ... » 1 ■ J 

SCALL Of MILLS 



139 



Peter's Journey 

(Acts 9 : 32 to II : 2) 

1. From Jerusalem to Lydda 

The healing of -^neas 

2. To Joppa 

The raising of Dorcas 
The vision on the housetop 

3. To Caesarea 

The conversion of the house of Cornelius 

4. Return to Jerusalem 



140 





The Provinces 

OF 

YRiA AND Palestine 



t '■' » '? 

SCALE or MILCS 



141 



Journeys of Barnabas and Paul 

(Acts II : 19-28) 

1. Barnabas to Antioch 

To direct the new work at Antioch 

2. To Tarsus for Paul 

3. Barnabas and Paul to Antioch 

EstabHshed the first Gentile church 

The first to be called "Christian" 

The first to send missionaries to the heathen world 

4. Barnabas and Paul to Jerusalem 

To carry reports of the work among the Gentiles 
And to take an offering for the poor of Jerusalem in 

the time of famine 
Peter imprisoned and delivered by an angel 

5. Return of Barnabas and Paul to Antioch 



142 





The Provinces 

OF 

5YRIA AND Palestine 



25 50 75 



SCALE OF MILLS 



143 



Paul's First Missionary Journey 

(Acts 13 and 14) 

1. At Antioch 

2. To Salamis 

Preached to the Jews 

3. To Paphos 

Sergius Paulus converted 

4. To Perga 

Desertion of Mark 

5. To Antioch in Galatia 

Disciples made 
Persecution 
Paul ill 

6. To Iconium 

Disciples made 
Persecution 

7. To Lystra 

Disciples made 
Stoned 

8. To Derbe 

Disciples made 

Return home by the same route 

9. To Attalia 

Took ship for home 

10. To Antioch 

Opposition to Paul 

144 




145 



Paul's Second Missionary Journey 

(Acts 15 : 36 to 18 : 22) 

1. At Antioch 

Refusal to take Mark 
Joined by Silas 

2. To Lystra 

Joined by Timothy 

3. To Troas 

Vision and call to Macedonia 

4. To Philippi 

Lydia and others converted 
Imprisoned and released 

5. To Tbessalonica 

Disciples made 
Persecution and arrest 

6. To Beroea 

Disciples made 
Persecution 

7. To Athens 

The altar to the unknown God 

8. To Corinth 

Disciples made 

I and 2 Thessalonians written 

9. To Ephesus 

Disciples made 

10. To Jerusalem 

Reported his work 

11. To Antioch 

146 



Paul's Third Missionary Journey 

(Acts i8 : 23 to 23 : 35) 

1. At Antioch 

2. Through Phrygia and Galatia 

3. To Ephesus 3 years 

Converts made 

1 Corinthians written 

2 Corinthians written 
Burning of pagan books and riot 

4. To Macedonia 

Collections in the Macedonian churches for the poor 
of Judaea 

5. To Corinth 3 months 

I Timothy and Titus written 
Romans written 
Plot against Paul 

6. To Troas 

Accident to Eutychus 

7. To Miletus 

Farewell to the Ephesians 

8. To Tyre and Ptolemais 

Conferences with the disciples 

9. To Jerusalem 

Riot in the Temple 

Arrest of Paul 

Defense before the people and the Sanhedrin 

Plot against Paul, taken to Caesarea 

148 



PauPs Voyage to Rome 

(Acts 27 and 28) 

1. At Caesarea 

Defense before Felix and Agrippa 
PauPs appeal to Caesar. Acts 24 to 26 

2. To Sidon 

The Church greeted 

3. To Myra 

Changed ships 

4. To Fair Havens 

Sailed for Phoenix 

5. To Cauda 

Driven by the storm 

6. To Melita 

Wrecked 

Entertained by Publius 

Miracles of healing 

7. To Puteoli 

Met by Christians 

8. To Rome 

Imprisoned two years 

Sent for the Jews, winning a few 

Ephesians 

Colossians 

^, .,. . y written 

Philippians 

Philemon 

Released and re-imprisoned 

2 Timothy written 

Executed 

150 



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151 



APPENDIX C 



The Principal Events of Old Testament History 

Outlined to Accompany the Littlefield 

O. T, Political Maps 

This series consists of fifteen maps outlined 
for color work by the individual pupil. They 
show the relation of Israel to the surrounding 
nations at the different epochs of Old Testament 
history and give the general course of history by 
exhibiting the successive political changes. The 
expansion, contraction, or disappearance of any 
color will indicate the rise or fall of the nation 
it represents. 

I 

The Period of the Exodus 

Principal events — The oppression and escape. The 
crossing. Sustenance and protection in the desert. The 
giving of the Law at Sinai. The test at Kadesh-barnea. 
Balak and Balaam. The death of Moses. 

II 

The Period of the Judges * 

1270-1030 

Leaders — Joshua, The Heroes, Samuel. Principal events 

— The conquests of Joshua. The gradual settlement of 
Canaan. The victories of the heroes. The early life of 
Samuel. 

152 



Appendix C 153 

III 

The Kingdom of Saul 

1030-1010 

Rulers — Samuel, Saul. Principal events — Establish- 
ment of the monarchy under Saul. Philistine wars. Early 
life of David. 

IV 

The Period of David and Solomon 

1000-937 

Principal events — The union of the tribes under David. 
Foreign conquests. Jerusalem captured and made the 
capital. The building of the Temple. 



The Divided Kingdom to the Revolution of Jehu 

937-842 

Judah 

Rulers — Rehoboam, Abijah, Asa, Jehoshaphat, Jehoram, 
Ahaziah. Prophet — Hanani. Principal events — The war 
with Egypt. The reforms of Asa. Rise of Baal worship. 
Revolt of Edom. 

Israel 

Rulers — Six kings, Ahab, Ahaziah, Joram. Prophets — 
Elijah, Micaiah. Principal events — The democratic revolt 
of Jeroboam I. Encouragement of religious centers as rivals 
of Jerusalem. Founding of Samaria by Omri. Ahab^s 
success against Syria. The battle of Karkar and the defeat 
of the Syrians and Israel by Assyria. An invasion of Moab. 
The ministry of Elijah. 



154 Hand-work in the Sunday-school 

VI 

The Early Assyrian Period 

842-824 

The Assyrian conquests under Shalmaneser II. Syria, 
Judah, and Israel placed under tribute. 

Judah 
Rulers — Queen Athaliah, Joash. Principal events — 
A priestly revolt in favor of Joash. The destruction of Baal 
worship. 

Israel 
Ruler — Jehu. Prophet — Elisha. Principal events — 
The revolt of Jehu. The massacre of the royal house and 
the priests of Baal. The ministry of Elisha. 

VII 

The Reign of Hazael 

814-797 
Judah 
Ruler — Joash. Principal events — The temple repaired. 
The payment of tribute to Syria. 

Israel 
Ruler — Jehoahaz. Prophet — Elisha (one year). Prin- 
cipal events — The Syrian conquests of Gilead. The later 
ministry of Elisha. 

VIII 

The Assyrian Conquest of Syria 

797-783 
Judah 
Ruler — Amaziah. Principal events — Victory over Edom. 
Israel attacked unsuccessfully. Jerusalem taken by Israel. 



Appendix C 155 

Israel 

Ruler — Joash. Prophet — Elisha (one year). Principal 
events — The conquest of the West by Assyria under Ramman- 
nirari III. The recovery of lost territory by Israel. 

IX 

The Period of Jeroboam II 

780-740 

The two Hebrew kingdoms govern a territory as extensive 
as Solomon's empire. 

Judah 

Ruler — Uzziah (Azariah). Principal event — Uzziah 
conquers to the Red Sea. 

» Israel 

Ruler — Jeroboam II. Prophets — Amos, Hosea. Prin- 
cipal events — Great prosperity. Judah placed under 
tribute. The first written prophecies. 

X 

The Conquests of Tiglath-Pileser III 

733-727 

Judah 

Ruler — Ahaz. Prophet — Isaiah. Principal events — 

The king disregards Isaiah's advice and becomes the vassal 
of Assyria. 

Israel 

Rulers — Pekah, Hoshea. Principal events — Assyria 
captures Damascus. Assyria captures Galilee and Gilead. 
The first captivity of Israel. 



156 Hand-work in the Sunday-school 

XI 

The Fall of Israel and the Period of Hezekiah 

721; 727-695 

Judah 

Ruler — Hezekiah. Prophets — Isaiah, Micah. Prin- 
cipal events — The ministry of Isaiah. The reforms of 
Hezekiah. The siege of Jerusalem by Sennacherib and the 
deliverance of the city. 

Israel 

Ruler — Hoshea. Principal events — The fall of Samaria. 
The final captivity of Israel. 

Assyria 

The defeat of Egypt. The unsuccessful revolt of Babylonia. 

XII 

The Scythian Invasion and the Period of Josiah 

628; 639-608 

Prophets — Zephaniah, Jeremiah, Nahum, Habakkuk. 
Principal events — An invasion of savage hordes from the 
North. The Book of the Law discovered. A great reforma- 
tion. The war with Egypt and the death of Josiah at Migdol, 
608. 

XIII 

The Babylonian Period 

605-586 

Rulers — Jehoahaz, Jehoiakim, Jehoiakin, Zedekiah. 
Prophets — Jeremiah, Nahum, Habakkuk. Principal 
events — The ministry of Jeremiah. The national decline. 



Appendix C 157 

The first captivity, 605. The court and the leaders deported. 
The second captivity, 597. The fall of Jerusalem, 586, and 
the third captivity under Nebuchadrezzar. 

XIV 

The Period of the Exile 

586-536 

Prophets — Obadiah, Ezekiel. Characteristics of the 
period — The purifying and compacting of the nation. The 
development of "Judaism." Literary activity. Codifica- 
tion of laws and the recovering of national traditions. The 
development of the institutions of the Sabbath and the Syna- 
gogue. 

XV 

The Persian Period 

536-332 

Prophets — Haggai, Zechariah, "Malachi," Ezra, Nehe- 
miah, Joel. Principal events — The return under Zerub- 
babel. The rebuilding of the Temple, 520-516. The 
religious restoration. Social troubles and reforms. 



APPENDIX D 



A selected list of supplies available for hand-work. 

1 . Outline Maps for Color Work. — The Bailey physical 
maps of Palestine and Galilee, 2 cents each, 65 cents a hun- 
dred. The Hodge physical and historical maps. Small size, 
2 cents each, $1.00 a hundred; wall size, 35 cents each. The 
Klemm embossed maps, Egypt, Palestine, and the Roman 
Empire, 3 cents each. The Littlefield Old Testam^ent ^oHti- 
cal maps, fifteen in the set, 2 cents each, 15 cents for the set, 
65 cents a hundred. 

2. Outline Maps for Journey Tracing and Marking. — 
Bailey series. Early Christian World, and Jerusalem, 2 cents 
each, 65 cents a hundred. Key maps of PauPs journeys and 
key map for Jerusalem, 5 cents each. The Bible Study Union 
series, Palestine, Galilee, Sinai, and Egypt, Old Testament 
World, I cent each, 65 cents a hundred. The Harrison series, 
Palestine and Egypt, i cent each, 50 cents a hundred. The 
Littlefield New Testament series, Palestine in the time of 
Christ, and the Provinces of Syria and Palestine for Apostolic 
history, 2 cents each, 65 cents a hundred. 

3. Reference Maps. — Kent and Madsen maps, historical 
series, including topographical map of Palestine, $2.00 and 
$2.50 each. The set of twelve, $15.00. Burton relief wall 
map of New Testament Palestine, papier-m^che, $12.00. The 
Gem relief map, Palestine Model Company, two sizes, $5.00 
and $10.00. Collotype picture relief map of Palestine. The 
best substitute for a relief map, taken from the Palestine 
Exploration Fund model, cloth, 75 cents; mounted, $1.25. 
Stereograph relief map, from the Palestine Exploration Fund 
model, 17 cents. 

158 



Appendix D 159 

4. Miscellaneous. — Crayola Crayons — a special set of 
twelve colors with key has been prepared for the Littlefield 
Old Testament maps, lo cents a box. Japanese dry colors, 
8 cents a sheet. Lane liquid inks, $1.25 a dozen. Paper 
pulp, 20 cents a pound, dry. Plasticine, different colors, 20 
cents a pound. Borders and initial letters for coloring, Bible 
Study Union series, 2 cents a sheet. Binders' boards, 25 cents 
each. 



INDEX 



Adolescence, 6, 9. 

Character Studies, 82. 
Color work in geography, 43, 

51. 
Contour maps in color, 43. 

Decorative Work, forms of, 
14, 88; purpose of, 89. 

Director of hand-work, 94. 

Drawings, and Bible stories 
60; and historical outlines, 
83; kinds of, 58; and 
written work, ^2. 

Education, immediate end of, 
89. 

Elevations, work to show, 43. 

Environment, complex, 4; and 
the emotional life, 5 ; and 
the intellectual life, 11; 
and the moral life, 10, 
113; and the social life, 6. 

Exhibit of school work, 106. 

Exodus, note-book on, 80. 

Expressive activities, 12, 18. 

Galilee, map of, directions 
for outlining, 48. 

Geography, color work in, 43, 
5 1 ; and group work, 1 04 ; 
historical, 52; historical, 
and note-book work, 76; 
and history, 26, 30 ff., 52; 
physical and Bible stories, 
35 ff. ; political, 51; rela- 
tion to other studies, 95; 
room, equipment of, 99- 
106; work, forms of, 13, 
31; group work, 84, 102. 

Hand-work, characteristics of, 
16, 17; equipment for, 99 
ff. ; forms of, 92; place for, 
99; service and, 104, 115; 
and teacher-training, 90; 
time for, 95. 

Hebrews, effect of their posi- 
tion, 34. 

Home work, 97, 103. 



Hymnology and note-book 
work, 78, 81, 88. 

Illustrative work, forms of, 

13, 56. 
Interests and education, 11, 

22y 114. 

Judah, isolation of, 34. 

Lesson, definition of, 20. 

Lesson plan and hand-work, 
25; steps in, 19 ff. 

Library, scope of, 105. 

Life of Christ, a syllabus of, 
82. 

Literature, Biblical, apprecia- 
tion of, 78. 

Literature studies, 86; in his- 
torical work, ^y. 

Map Marking, scope of, 54. 
Map modeling in clay, 40; in 

pulp, 40; in sand, 44; 

guides for, 50, 98, 108; 

and historical outline, 76. 
Materials, arrangement of, 97; 

expense of, 98. 
Memory work, 70, 71. 
Models, and Bible stories, 65 

ff. ; making of, 67, 109; 

work with, 64, 109. 
Monitors, work for, 96, 99. 
Museum, contents of, 106. 
Museum work, forms of, 14, 

108. 

Narrative Work, ages for, 
-jl', forms of, T2\ in his- 
torical study, 74 ff., TT^ 
scope of, 75, 84. 

Note-book work, examples of, 
80 ff. ; forms of, 69. 

Old Testament History, a 

syllabus of, 80. 
Old Testament world, map of, 

directions for outlining, 

50. 
Organization, class, 8. 

161 



l62 



Index 



Palestine, physical features 

of, 33; map of, directions, 

for outlining, 45. 
Paper pulp, work with, 40, 41. 
Paper tearing, 57. 
Picture work, phases of, 55. 
Pictures, use of, 59, 71. 
Plasticine, work with, 40, 107. 
Political situations, color work 

to show, 51. 
Primary department, work for, 

15, 59, 73. 

Questioning, art of, 23. 

Relief Maps, guides for, 50, 
98, 106. 

Sand Map, in historical work, 
52; vertical scale for, 47. 

Sand table, dimensions of, 44; 
picture work on, 62. 

Scrap-book work, 70 ff. 

Self-activity, definition of, 2; 
and environment, 2, 11. 



Sinai, map of, directions for 
outlining, 49. 

Social element, the, in educa- 
tion, 6, 84, 102. 

Social meetings, work for, 14, 
98, 103, 107. 

Social unit, the class a, 7, 
103. 

Spiritual aim, 20, 11 1. 

Spirituality, definition of, 112; 
and hand-work, 112. 

Stereographs, 39, 54, 85. 

Sunday-schools, relation of to 
day-schools, 16, 92. 

Supervisor, the need of, 93. 

Teacher, the function of, i, 

3, 20. 
Teacher-training, 90 ff. 
Teaching defined, 25. 
Thesis work, 14, 27. 

Unity, law of, 6, 102. 

Worship, 5, 6. 

Written work, forms of, 14. 



JUN 19 1903 



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